3 pages/≈825 words
Workshop Proposal (Essay Sample)
Assignment 1: Workshop Proposal, Part 1 Due Week 3 and worth 100 points Refer to the **Scenario** for Assignments 1-5. Write a three to four (3-4) page paper in which you: 1.Develop a basic philosophy of instructional supervision / leadership with at least three (3) key principles, providing a rationale and support for those principles. 2.Provide a rationale for the workshop based on the goals and philosophy. 3.Provide an analysis of the instructional setting, highlighting at least three (3) key factors that would have a significant impact on the design of the workshop. 4.Propose at least three (3) development goals for the school's department chairs and assistants based on the philosophy you have developed. 5.Provide an annotated bibliography of at least five (5) academic sources and two (2) Websites, published within the last five (5) years that might prove valuable in developing the workshop. Your assignment must follow these formatting requirements: -Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. -Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: -Analyze issues that instructional supervisors / leaders encounter when developing successful learning environments. -Develop a philosophy of instructional supervision to include various roles, such as agent of change within the school or district, champion of academic excellence and integrity, advocate for student success, coach and / or mentor for teacher performance improvement, and mentor for career and professional development of teachers within the context of adult learning needs and priorities. -Recommend methods and a rationale for applying various models, steps, and tools available to supervisors and / or teachers in leadership roles to use in observation, mentoring, peer coaching, evaluation, and / or intervention processes to improve teaching and learning. -Design a professional development workshop for instructional supervisors / leaders. -Use technology and information resources to research issues in instructional supervision and leadership. -Write clearly and concisely about instructional supervision and leadership using proper writing mechanics. **Scenario** Scenario for Assignments 1-5 Imagine that the superintendent of the large school district where you teach has asked each principal to appoint one (1) instructional leader per school to be responsible for instructional leadership, mentoring, and guiding the department heads. Your principal appointed you because you have twenty (20) years of teaching experience in three (3) school districts, and have a great rapport with teachers, students, and parents. In addition, you have recently completed your master's of education with a focus on instructional leadership (or a related academic discipline) and your principal (or manager) likes the new ideas you have proposed at staff meetings. As the appointed instructional leader, you will be given one less class to teach, so you will have a free period to be involved with mentoring and supporting the principal in his / her goal of teacher excellence and continued professional development. One of your first tasks is to design a four (4) hour instructional supervision / leadership workshop for the educational organization's nine (9) department heads and nine (9) assistants, which will take place one (1) week before teachers start the new year. Although you, the department heads, and their assistants do not have personnel management responsibilities, you are all responsible for providing instructional supervision and leadership for new and experienced teachers. The principal requested that you submit the workshop proposal in stages so he or she can review and provide feedback on each part of the workshop. (Your professor for this course will play the role of the principal. You will be expected to take the feedback from your professor and incorporate it into revisions.) There will be five (5) assignments. Assignments Week Assignment 1: Workshop Proposal, Part 1 3 Assignment 2: Objectives, Motivation, and Challenges, Part 2 (Revise Part 1 based on feedback from the professor.) 5 Assignment 3: Instructional Leadership Skills, Part 3 (Revise Part 2 based on feedback from the professor.) 7 Assignment 4: Support Teachers' (Trainers') Professional Development, Part 4 (Revise Part 3 based on feedback from the professor.) 9 Assignment 5: Presentation of Workshop Design, Part 5 10 ***I am also using two text books for this class which are: Zepeda, S. (2012) Instructional Supervision: Applying tools and concepts (3rd ed.). Larchmont, NY: Eye on Education. Glickman, C., Gordon, S., & Ross-Gordon, J. (2010) Supervision and leadership: A developmental approach (8th ed.). Boston, MA: Allyn & Bacon And some other supplemental readings if needed that is given from the syllabus are the following: Supplemental Resources American Psychological Association. (2001). Publication Manual of the American Psychological Association (6th ed.). Washington, DC. Gottesman, Barbara L. (2000) Peer coaching for educators (2nd ed.). Lancaster, PA: Technomic Publishing Co. Mills, Geoffrey E. (2010) Action research: A guide for the teacher researcher (4th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Thaine, Craig. (2010) Teacher training essentials: Workshops for professional development. Cambridge, UK: Cambridge University Press. Websites AERA Supervision and Instructional Leadership retrieved from http://www(dot)coe(dot)uga(dot)edu/sil/ Association for Supervision and Curriculum Development (ASCD) retrieved from http://ascd(dot)org/Default.aspx University of Central Florida Libraries retrieved from http://library(dot)ucf(dot)edu/Reference/Guides/EducationJournals/EducationalLeadership.asp U.S. Department of Education retrieved from http://www2(dot)ed(dot)gov/about/contacts/gen/othersites/associations.html source..
Instructional Supervisor Name: Institution: Date: Introduction Supervision is a mode of leadership over an institution or a work settting.A supervisor is often a competent and responsible person who oversees a group of people who share the same goal.. It is therefore important to choode a leader with keenness in order to ensure ideal results. In an institution,an instructional leader is expected to be a mentor and a guide to his/her subordinates including the students in the institution. An instructional leader is also defined as a person who helps the teachers in an institution to do their work better. He achieves this by uniting the teachers using the existing system of the school`s management (Mills, Geoffrey,2010). An instructional leader or supervisor is also charged with the duty to assist the institutional principal in his or her efforts to develop his profession. He is also required to mobilize the teachers to build rapport amongst themselves. Instructional supervisors face different issues when working towards developing the institution into a successful learning environment (Gottesman, Barbara,2000). Firstly,the instructional supervisor is charged with the duty to give guidance on the materials required in the instruction in order to successfully perform his or her role. Issues of Career pathways are organized,coordinated and monitored by the instructional leader. Secondly,the instructional leader is charged with the role of organizing meetings amongst teachers,administrators and sharing information on the institutions developments and projects. This is very crucial in any institution as it keeps the teachers and administrators informed on the latest developments. This way any upcoming issues are discussed and questions asked. This leader is also faced with the duty of organizing workshops and programs that enlightens the studens. They get to learn more outside their classrooms and this sharpens them academically. ...
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