This course examines principals’ responsibilities related to supervision of curriculum, instruction, and assessment. Principal candidates study the relationships among supervision, curriculum design, national and state standards, and effective instructional practice for diverse learners. Candidates also review the types of assessments that school leaders must be familiar with, the use of assessments to measure and support student achievement, the continuous school improvement model, and the development of school improvement plans. In addition, candidates participate in field experiences related to curriculum, instruction, and assessment.
This graduate course is 6 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, Connecticut, Georgia, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Minnesota, Missouri, New York, Ohio, South Dakota, Tennessee, Washington, and individuals who reside outside the United States.
- Define supervision and leadership.
- Examine historical approaches to supervision and leadership.
- Differentiate among characteristics of effective supervisory and leadership traits, knowledge, and skills.
- Analyze issues influencing supervision and leadership.
- Examine varied approaches to developing curriculum that address diverse learners.
- Examine the role of technology in curriculum development.
- Analyze the elements of effective curriculum implementation.
- Critique methods of evaluating curriculum development and implementation.
- Analyze the principal’s role in effective development, implementation, and evaluation of curriculum.
- Examine varied approaches to instructional planning for diverse learners.
- Analyze the elements of effective differentiated instruction.
- >Determine the elements of effective classroom management.
- Compare and contrast techniques for evaluating instruction.
- Analyze the principal’s role in promoting effective instruction.
- Analyze issues related to supervising and evaluating instruction.
- Examine classroom observation techniques.
- Propose strategies for working with teachers following evaluation to improve their performance.
- Identify the characteristics of effective in-service programs for diverse teachers and staff.
- Examine the effectiveness of staff development as a tool for school improvement.
- Explain collaborative teaching practices as staff development.
- Analyze the principal’s role in assisting teachers in evaluating their own performance.
- Compare and contrast types of assessments administered by K-12 districts, schools, and teachers.
- Analyze the uses of assessment by districts, schools, and teachers.
- Utilize technology to gather assessment data and to determine issues based on the data.
- Develop a plan for effectively communicating test results to parents.
- Describe the continuous school improvement model.
- Create a plan for using assessment data to guide the development of a school improvement plan.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
During the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-345-1800.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.