EDAD 520 Syllabus


Charter School of Education

Division of Administration and Counseling

Winter 2005


EDAD 520 - Instructional Leadership (4 units)



Course:  EDAD 520:  Instructional Leadership (4)


1. Catalog Description

     This course is designed to develop leadership skills in creating a learning community applying the dynamics of curriculum change to better meet the needs of students.  Candidates will learn designs for school improvement that use student progress as a means to measure the effectiveness of curriculum and instruction.  Prerequisite EDAD 508


2. Professional Statements:


A. Vision, Mission, and Conceptual Framework for Professional Preparation  

The faculty members of the Charter College of Education have adopted the vision of "Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential” and the mission for the college as “ through unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.”  This mission is reflected in this course by: 

a)     The required text, Glickman, C, Gordon, S, and Ross-Gordan, J (2004).  Supervision of Instruction A Developmental Approach. Allyn & Bacon (Sixth Edition)

b)    Supplemental materials and readings

c)     Course activities such as the “collaborative text team presentation”.

a.       Course Content/Performance Standards        

b.      Class discussions.                                  

c.       Course assignments.         


The attached diagram provides the conceptual framework for the vision and mission and supports the preparation of professional educators by the member of the CSULA Charter College of Education faculty. 


     From the conceptual framework for preparing educators, the Educational Administration faculty developed guiding principles derived from our core values that speak to the professional characteristics and skills we believe every candidate should have upon completing our program:

  • Each candidate should be taught the skills of critical pedagogy.
  • Each candidate should develop an understanding of the power of personal awareness.
  • Each candidate should be taught the skills and values of being a change agent.
  • Each candidate should be taught how to assess schools in the context of larger systems utilizing a variety of proven strategies and technological tools.
  • Each candidate should know the right thing to do. Candidate would be able to assess students' needs in light of the realities of the school and community systems in which they function.
  • Each candidate should possess values, heart and feeling. Candidates should display a passion for serving the needs of students in our community.
  • Each candidate should have the will to put his or her knowledge and passion into practice.


B. Statement of Reasonable Accommodation

The Charter College of Education faculty members fully support the Americans with Disabilities Act (ADA).  The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests accommodation.  OSD may be contacted to verify the presence of a disability and to confirm that accommodation is necessary.  OSD will arrange and provide the accommodation.

Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations.

The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with a disability to have an equal opportunity to be successful.


C.    Student Conduct

The faculty members of the Charter College of Education view student conduct as a serious matter.  The CharterSchool faculty members assume that all students will conduct themselves as mature citizens of the campus community and will conduct themselves in a manner congruent with university policies and regulations.  Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see student conduct:  rights and responsibilities, and student discipline, CSULA General Catalog).  Academic honesty is expected of all students in the CharterCollege, in accordance with University policy.  There are established university reporting procedures if a student is suspected of committing an academically dishonest act.


D.   Technology

For formal admission to credential, certificate, or Masters Degree programs in the Charter College of Education, each student must:

§         Own or have ample access to a computer (ex. In CSULA computer labs, or at home or work).

§         Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex. Check connections, restart the computer, etc.).

§         Have an email account (available free of charge to all CSULA students).

§         Have a basic understanding of how to use the Internet.

Students should anticipate that their use of these skills will be integrated within courses in their programs.  Students who fail to meet any of the above expectations are strongly advised to take an introductory computer course before they are formally admitted to the Charter College of Education.


E. Student Outcomes – Content Standards, Performance Standards, and Rubrics: 


C.C.T.C. Standards

Standard III: Each candidate demonstrates the ability to design, implement, and evaluate instructional programs and lead in their development and improvement.


Standard V: Each Candidate demonstrates, understanding of the importance and dimensions of human resource administration and the need to attract, retain, develop, and motivate school personnel in ways that enhance learning and professional development and that lead to positive and productive school settings.


Content and Performance Standards:

Goal 1: Under the guidance of the university supervisor and a mentor, candidates will improve their knowledge and practices in developing equitable designs for school improvement that use student achievement as a measure of effectiveness for curriculum and instruction.



Candidates will improve knowledge and skills to:

§         develop approaches to curriculum theory, design, practice, and evaluation.

§         understand theories of cultural perspectives and applications of instructional strategies for meeting the needs of diverse learners.

§         develop interrelationships among school organization and society.  Interpret and implement valid and reliable assessment approaches and procedures that may be used to provide information about student progress and the implementation of the instructional program in order to improve student learning.


Goal 2. Candidates will develop understandings of the key role administrators play in creating a learning community in schools.  Candidates will develop skills that facilitate the dynamics of curriculum change to better meet the need of all students.


Candidates will develop knowledge and skills to:

§         analyze, plan, and implement the programs for staff development consistent with curricula and instructional needs.

§         interpret and guide the planning, implementation, and evaluation of curriculum at the school site.

§         recognize the importance of working with staff,  parents, pupils, and community in curriculum development and evaluation.

§         utilize appropriate resources, - human, fiscal, and other – to benefit student achievement.

§         identify appropriate ancillary services for students for the improvement of teaching and learning.



a.        Review progress of personal portfolio

b.       Attend class and participate as a contributor, analyzer, and listener in all course acitivities.

c.        Complete all written assignments-field assignment, principal memo and research paper and present findings orally as scheduled.

d.       Keep a journal from the reading assignments and participate in the ‘text teamÂ’ discussion.



A =    Indicates outstanding as well as a high level of performance demonstrated by the      depth and complex thinking involved in the evidence used to meet course goals. The           thought, planning, originality of the final products will be considered. The work       should meet standards for above average achievement and:

·        show originality and reflect the interest of the candidate;

·        show creative or analytic and;

·        show the result of inquiry, in depth study, or sustained effort.

B =    Indicates above average achievement by submission of evidence used to meet course goals. The final product should be well presented. The work should meet standards for average achievement and:

  • be well organized, clearly and accurately presented;
  • be substantive in nature and show educational value and;
  • be received in a timely manner as well as following the required format for class assignments.

C =    Indicates average achievement by minimal submission of evidence used to meet course goals. The final product should be acceptable. The work should:

  • contain basic information required;
  • communicate the information clearly and legibly;
  • contain grammatical standards for good English usage;
  • be received in a timely manner and;
  • communicate at least a basic understanding of the major concepts of the assignments.

D =    Indicates below average.  Poor attainment of course goals.  Some evidence but poor quality of work. Reflects a lack of basic understanding of the major concepts of the assignments.

F =     Indicates failure and not acceptable.  Non-attainment of course goals




3. COURSE REQUIREMENTS - At least a “C” grade in the course.



Course Requirement

Due Date


Reflective Journals



Field Paper –‘Memo’

February 9


Oral Field Assignment

One during course


Text Team Presentations

One during course


Field Paper – ‘Research’

March 16






TOTAL POINTS (minimum points required to obtain a grade)

A       =        96-100

A-      =        90-95

B+      =        86-89

B        =        81-85

B-      =        79-80

C        =        75-78



Participation grade will be determined by peer feedback you provide to your colleagues each week.  Class activities require your faithful and prompt attendance.  Participation can be evaluated during group/class discussions only when you are present in class whether you have excuses or not.  If you will be absent from class, please make an arrangement with your classmate for missed instruction and/or handouts.  Excessive tardies or early departures will affect your participation grade. 


Text Team Presentations:  As a member of a team, facilitate a class discussion of the assigned reading relating leadership and teaching experiences that highlight implications, considerations, and applications of concepts and theories presented in the text. 

Due:  See schedule.


Guidelines for Assignments:All written materials must be typed or computer-printed except fieldwork documents.   Please carefully review the sections on Cheating and Writing & Plagiarism on p.58-59 of CSLA General Catalog.


Reflective Journals (individual)  A double-entry format will be used for the journals.  The left column contains a summary of the chapter with different levels of headings.  The right column contains your reflections, such as your thoughts on the overall content of the chapter, new insights, your feelings, changes in your understanding, or implications. The journals are basic tools for class discussion.  The better you prepare them, the better you can participate in the classroom activities.    Due:  Weekly


Field Papers (individual)  

Written and Oral reports

          Field Assignment -  You are to sign up for one (1) field assignment from the list provided on this syllabus.  This is written activity is to be shared orally with the class.

Due:  Week after reading assignment

          Principals Memo – Using the field assignment or a ‘site’ specific area of interest, write a  principal’s memo to the faculty/staff, parents, the superintendent, or the board of education.  The memo (3-5 pages) should include at least 4 references from journal articles or books, in addition to the textbook.  Include references in footnotes.   DUE February 9

          Research Paper -  The topic can be site specific, about a current reform (NCLB; Accountability; Learning Communitites; etc.) or  a second activity from the field assignments provided.  The research paper should follow the guidelines below.  The paper should be 6-10 pages, double-spaced; using 10-12pt. fonts, with 1-in margins.  Please follow the APA guidelines carefully.   DUE March 16 - FINAL

The research paper should include:

·        Introduction—Start with the background information about the topic, clearly explaining what the topic is and stating the purpose of the paper.  ItÂ’s also a good idea to include the organization of the paper at the end of this section. 

·        Field Data—Present your field data in an organized manner.

·        Findings—Analyze and summarize the data.  State the findings.  End the section with a brief summary of findings.

·        Discussion—Relate your findings with current research findings.  Try to get at least five reference sources in addition to the textbook.  Integrate literature review and your fieldwork experiences.  Examples of guiding questions are as follows: Do your field data confirm/contradict what research says?  What does current research say about your topic?  Does research suggest how the conditions can be improved?  etc.

·        Conclusions and Recommendations—Answer the purpose(s) of the paper.  You may start this section by briefly summarizing or highlighting your discussion.  Make recommendations for practicing administrators or further research needs.

·        References—At least five journal articles or books in addition to the textbook.




  • Glickman, C, Gordon, S, and Ross-Gordan, J (2004).  Supervision of instruction: A Developmental Approach.  Boston, Allyn & Bacon.

  • Poplin M., Weeres, J. (1992). Voices form the inside: A report on Schooling From Inside the Classroom: The Institute for Education in Transformation at the Claremont Graduate School. Claremont, CA

  • Reeves, Douglas B., Accountability for Learning, How Teachers and School Leaders Can Take Charge; Association for Supervision and Curriculum Development

  • Supplementary materials prepared by the instructor.




Assignments and Presentations




Class 1


Welcome & Course Syllabus  overview

Text Team formation



Read Ch.  2, 3, 4

Reflection paper

Sub topics for field papers

Class 2


Text team presentations  Chapter 4

Oral Field Assignment

Due Topics for both field papers

Effective Schools & Adult Learning


Read  Ch. 5, 6, 7

Reflection paper


Class 3


Library Resources –Electronic Rm. Library N. 1st fl

Text team presentations Chapter 5

Oral Field Assignment

Teacher Development and Supervisor


Read Ch. 8, 9, 10, 11

Reflection paper

Class 4


Text Team presentations Chp. 8-11

Oral Field Assignment

Approaches of Supervision

Read  Ch. 12. 13

Reflection paper

PrincipalÂ’s Memo

Class 5


Field work and Independent research

No Class


Class 6


Text Team Presentation – Ch 12 & 13

Oral Field Assignment

Techniques of Supervision

Due- PrincipalÂ’s Memo


Read   14 & 15

Reflection paper

Class 7


Text Team Presentation – Ch 14 & 15

Oral Field Assignment

Program Supervision


Read Ch 16 & 17

Reflection paper


Class 8


Text Team Presentation – Ch 17

Oral Field Assignment

Teacher Development


Read 18 & 19

Reflection paper

Class 9


Text Team Presentation Ch 18

Oral Field Assignment

Curriculum Development

All missing work due


Class 10


Assessment and Accountability

Review text – Guest

Research paper due

Class 11


Final - Submit research papers




Supervision and Instruction Instructional Leadership


January 12     Text Team Presentation:                 Chapter 4






January 19     Text Team Presentation:                Chapter 5






January 26    Text Team Presentation:     Chapters 8 – 11






February 9     Text Team Presentation:     Chapters 12 and 13






February 16   Text Team Presentation:     Chapters 14 and 15






February 23   Text Team Presentation:     Chapter 17






March 2          Text Team Presentation:     Chapter 18





Field Assignments

Class #

Ch. (pg.)

(Field, #) Topic




1. different teachers




3. life of a veteran teacher




5. teachersÂ’ concerns




1. supervisory behavior




2. Johari window (p.127)




3. teachersÂ’ preferred supervisors




2. directive control supervisor




3. directive control supervisee




2. directive informational supervisee




3. directive informational supervisor




3. collaborative supervisor




2. non-directive supervisor




3. non-directive supervisee




1. categorical frequency observation




2. performance indicator observation




3. open-ended narrative observation




4. classroom observation




5. district observation instrument




1. time management




2. flowchart improvement plan




3. need assessment




5. planning techniques in professions




1. program evaluation




2. self-study team evaluation




3. evaluation plan




1. clinical supervisor




2. clinical supervision




3. peer coaching




4. direct assistance survey




5. direct assistance development




2. dysfunctional group




1. professional development needs




3. professional development concerns




4. professional development tips




5. long-range programs




1. curriculum guide




3. canned curriculum




4. taught curriculum






#2     Chapter 4  Academic Activity  #5   Work in groups- dyads or triads


          List motivators (intrinsic) and hygiene factors (extrinsic) then use Maslow’s hierarchy of needs A(actualization),  E (esteem),  B (Belonging), S(safety) or P(physiological) to categorize them by importance.   Be ready to provide a rational and answer the question: 


          Question   What implications do the factors have on leading:  How will they influence your focus, decisions on leadership strategies, attention or focus in managing the school?