The mission of the USC Rossier School of Education is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups. We teach our students to value and respect the cultural context of the communities in which they work and to interrogate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most intractable educational problems.
The Professional Development Program is in search of faculty Â who can teach for Fall 2019, EDUC 549x â Supervising Instruction to Optimize Learning, you will provide the educational expertise on the research of the skills and knowledge related to evaluating instruction, improving pedagogy, and working with diverse populations to close the opportunity gap. Knowledge of the Common Core State Standards and aligned pedagogy is essential.
Logistics You will instruct in online synchronous sessions for a period of fifteen (15) weeks in Fall 2019, each Monday from 5-7pm PST for two (2) hours, using the USC Rossier Office for Professional Development online platform. In addition to teaching, your responsibilities include: assign course assignments, as listed in the learning management system, maintain regular communication with students, complete numerical grade points for each assignment and assign a final grade for the course. You will report to the program administrator and faculty advisor for USC Rossier School Leadership Academy.
This class is held on Monday from 5-7pm PST beginning August 26, 2019 through December 13, 2019.Â
Required Knowledge and Skills In addition to being strong in instruction, selected instructors must have successful experience in evaluating instruction and teachers as well as significant knowledge of curriculum, leadership, communication, and research-based pedagogy.Â
Instructors must also be skilled in using a Learning Management System and teaching online. Applicants will need access to their own computer with Internet, microphone, and camera for all online sessions. Experience in teaching online using Adobe Connect is a plus.Â
Required Experience and Credentials Applicants must have a minimum of five (5) years of experience as a school site and district leader, acting as principal and/or superintendent. They must also have experience teaching. They must also hold a California Clear Administrative Credential, in addition to holding a Clear Credential for Teaching.Â
From the Course Syllabus The purpose of this course is to prepare Participants to make instruction for maximum learning the primary focus of the organization in which they are leaders. Participants will demonstrate the ability to lead the members of the organization in implementing a rigorous curriculum and evidence-based pedagogy that provide equitable opportunities to learn for all students. Participants will acquire the knowledge, skills and dispositions to evaluate instruction in the interest of student learning. They will learn to support teachers in acquiring the knowledge, skills, and dispositions to participate fully in a culture of continuous improvement of teaching and learning.
As emerging instructional leaders, the participants will develop their own conceptual frameworks and theories of action guided by Rossier School of Educationâs four principles for all its programs: learning; leadership; diversity, and accountability. With learning as the primary focus, Participants will apply theories of learning to foster the use of pedagogies that are culturally and contextually appropriate for a diversity of learners; they will explore processes for building broad-based leadership to support effective instruction throughout the organization. Participants will delve deeply into the relationship between supervising instruction and meeting the internal and external accountabilities schools face.
Course Purpose. This course represents the Rossier School of Educationâs commitment to preparing leaders capable of leading urban schools that support and protect every studentâs right to learn. Throughout the course, Participants will ask and discover answers to the implied questions: âWhat is the value of this course for me as I seek to be an effective instructional leader?â âWill I need and use what I will learn in this course?âÂ
NOTE: This course is aligned with CalAPA Leadership Cycle 3
CalAPA Leadership Cycle 3 focuses on coaching an individual teacher to improve teaching and learning. Instructors of EDUC549x will facilitate this process. Within the cycle of investigate, plan, act, and reflect, participants will familiarize themselves with coaching and observation practices at the school; identify a volunteer teacher whom they will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused classroom observation, and a post-observation meeting. Throughout this leadership cycle, participants will reflect on their strengths and areas for professional growth as a coach and leader.Â
USC is an equal-opportunity educator and employer, proudly pluralistic and firmly committed to providing equal opportunity for outstanding persons of every race, gender, creed and background. The university particularly encourages members of underrepresented groups, veterans and individuals with disabilities to apply. USC will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship. Further information is available by contacting firstname.lastname@example.org.
Minimum Education Required: EdD, PhD or Terminal Degree.
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