assignment one and two

Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 Question #1: Examine the evolution of supervision of curriculum and instruction in public schools. Include an example from your own experience. Merriam-Webster defines supervision as the action or process of supervising, including critically watching and directing (Supervision, n.d.). Through the years, supervision has gone through many transformations and as times changed so did expectations and responsibilities. As stated by Pawlas and Oliva (2008), “School curriculum not only reflects but is a product of its time” (p. 99). This essay will discuss historical changes and perspectives on supervision that have occurred through the years, beginning in the late 1600s and continuing to present day. The author will also share personal experiences in the classroom observation process. Not until the development of organized schools was there a need for school supervisors. The Commonwealth of Massachusetts passed a law, the Old Deluder Law of 1647, requiring communities with 50 or more families to establish a grammar school (Pawlas & Oliva, 2008). As schools were developed, supervisors gave direction, checked for compliance with teaching techniques, and evaluated results of instruction. According to Pawlas and Oliva, these authoritarian supervisors set strict requirements, observed teachers to see how closely they complied with specific instructions, and dismissed those who failed to comply. In these early years, schools were simply a one-room schoolhouse with one teacher who taught students of all ages and grade levels. Pawlas and Oliva stated that, during this time, it was fairly easy to determine what should be taught in the classroom, but more difficult to align curriculum with multiple schools because one teacher was responsible for the entire curriculum of the school. In the 1800s, supervision was the responsibility of principals and superintendents and the purpose of the supervisor was to simply inspect and make instructional improvements (Pawlas & Oliva, 2008). Further, Pawlas and Oliva stated that the supervisor monitored the rules and was responsible for helping teachers improve their teaching strategies and effectiveness in the classroom. According to The committee of ten: main report (n.d.), the National Education 1 Student Name, ID #, Course Number/Title, Unit # & Date Restatement of the question taken from the Study Guide. Body is double-spaced and paragraphs indented. Citations throughout the essay follow APA style. Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 Association appointed a committee in 1892 to establish a standard curriculum and the result was that the committee recommended eight years of elementary education and four years of secondary education, with four different curricula being defined as appropriate for high school. This standardization of the curriculum led to a need for more direct supervision and documentation. In the early 1900s, the type of supervision shifted from inspection and instructional improvement to a scientific and bureaucratic approach (Pawlas & Oliva, 2008). According to Pawlas and Oliva, this type of supervision presumed, if one used a scientific model following established principles of efficiency, that student achievement would be high. Thus, the bureaucratic model demonstrated a hierarchy of authority and responsibility. Ultimately, the purpose of this supervision era was to improve instruction and proficiency. At this time, supervisors included principals, special central-office supervisors and superintendents (Pawlas & Oliva). According to Pawlas and Oliva (2008), during the mid-1900s, supervision moved toward more of a human relations or democratic approach with the purpose of supervision being to improve instruction. The supervisors at this time were principals and central office supervisors. Additionally, according to Pawlas and Oliva, there was a shift in the purpose of supervision toward not only improving instruction but also increasing teacher satisfaction and expanding students’ understanding of classroom instruction. Today, supervisors in the school system continue to include principals and central-office supervisors and the purpose of the supervisor is to improve instruction, increase teacher satisfaction, create learning communities, and analyze cultural and linguistic patterns in the classroom (Pawlas & Oliva, 2008). As a result, the process of supervision is more complex and supervisors aspire to lead by example, viewing themselves as a resource for others within the school. As stated previously in this essay, requirements change with the time. The author of this paper has seen a change in supervisory requirements, practices, approaches, and expectations. 2 Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 During the first observation experienced by this author, the principal entered the classroom, sat at the back of the room, and scripted detailed notes of the lesson, student involvement, and classroom appearance. Thus, the observation was a simple narrative of everything that happened. After the observation, the principal and the author met so that the principal could report on the observation and make recommendations for improving classroom activities, student behavior, and teaching methods. Today, that process has changed. For example, during an evaluation year, the author identifies a focus area or areas for self-improvement or growth. Also, prior to a classroom observation, the principal schedules a pre-observation meeting to discuss the lesson and the focus areas to be addressed during the observation. During the observation, the principal enters the room with a computerized checklist and, following the observation, the author and principal engage in a post-observation dialog. Supervision has gone through changes, beginning with the strict requirements of the 1600 and 1700s, the inspection phase of the 1800s, the scientific approaches of the early 1900s, and the human relations approaches of the mid 1900s (Pawlas and Oliva, 2008). Today, supervision is more than just observation and evaluation of teacher practice. Instead, supervision is viewed as a multi-faceted process with many variables. Glanz stated (as cited in Pawlas & Oliva), “Educational supervision aims to inspire and encourage teachers to excel” (p. 111). This author agrees with Pawlas and Oliva as well as Glanz in viewing the supervisor today as a daily presence in the school who helps teachers to become highly effective in the classroom. Today’s supervisor understands that it is through relationships and trust that one becomes a successful supervisor. 3 Grad Student #12345 January 14, 2013 EDU 500 Effective Supervision Unit #3 References The committee of ten: main report. (n.d.). Retrieved from The memory hole: http://tmh.floonet.net/books/commoften/mainrpt.html Pawlas, G. E., & Oliva, P. F. (2008). Supervision for today’s schools (8th ed.). Hoboken, NJ: Wiley & Sons, Inc. Supervision. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.merriam-webster.com/dictionary/supervision NOTE TO STUDENTS: Please review the following information related to your essays: Student Portal: Writing Assignments: Submission Instructions and Resources: Guidelines, Sample Writing Assignment, and Evaluation Forms/Rubrics: Evaluation Rubric and Descriptors (School of Education) Study Guide: Written Assignment Requirements or Written Examination Instructions: Word count

Composing Your Essay

As part of your coursework, you will be writing academic essays on various topics. This is to demonstrate that you have a firm grasp of the academic concepts and principles. Some students are uneasy with this writing component, as they have not written a formal essay in some time. In an attempt to give these students a sense of calm, we want to offer the following guidance.

1. Write in an essay format.

Academic essays should be composed of multiple paragraphs. The first paragraph of an academic essay should be the  Introduction . This paragraph should get the reader’s attention and provide a roadmap to the essay. 

Following the introduction is the  Body  of the essay. Typically there are about 3-5 paragraphs in the body, and each paragraph will consist of 3-5 full sentences. This is where course concepts from the textbook are identified and discussed. 

The last paragraph is the  Conclusion . This is where you should summarize your points and suggest things the reader may consider when thinking about the essay’s topic. Depending on your background, this is also an ideal place to voice your reasoned opinion about the topic or what you read in the textbook.

· Students should avoid using bullet-points, as this format does not allow for a full discussion of the concepts and principles.

If you are submitting your writing assignment online via the Student Portal, please use single-spacing. Our computer system will then automatically convert this to double-spacing. If you are submitting a saved document via email attachment (to [email protected]) or printing a hard copy and sending it via US Mail, please double-space your essay.

2. Restate the question.

For the professor to know exactly which question you are addressing, you must write the question and question number at the very beginning of each essay. Without the question, the professor grading your essay does not know which concepts should be addressed in the assignment. To differentiate the question from the actual essay, the question should be highlighted in bold font type.

3. Proofread your work.

Everyone makes mistakes when writing. Each student should proofread the essay for typos, spelling errors, grammar and punctuation errors, and especially for clarity when reading.

Proofreading does not occur as you are writing; it is done after you write your first draft. When you try to proofread your work while you are writing, many times you know exactly what you intended to write, and therefore you skim right over the mistakes.

Students should write the essay and then put it away for a while. Then, when you reopen the file read your essay  out loud . You will be amazed at how the mistakes seemingly jump right off the page when the material is no longer in your short-term memory.

4. Utilize the assigned textbook.

Your essay is being evaluated to determine if you learned the appropriate concepts that are presented in the textbook. You must identify and fully discuss those concepts to receive a satisfactory grade on the assignment. Unless your professor says otherwise, you may use outside reference sources to supplement the assigned textbook, but  not as a replacement  for the textbook.

5. Cite all reference sources.

CCU students should utilize  APA style  to cite and reference their sources. This is done with a short-form in-text citation at the end of a cited sentence, and a complete reference of the source at the end of the essay in a Reference section. Footnotes and Endnotes are  not  used in APA citation format.

For detailed instructions on citing, please read  APA Style Instructions  in this resource section.

APA Style Instructions

Citing and referencing your sources are very important for everyone in academia. For students, it ensures they are learning reliable information that has been subject to academic peer review. For the reader (the professor), it provides the source the student relied on to write their assignment. This is important as the accuracy of the information and the reliability of the reference source must be evaluated.

CCU utilizes the APA style for citing and referencing. Under this style, you should have a short-form in-text  citation  at the end of a cited sentence, and a complete  reference  at the very end of the essay in a Reference section. Footnotes and Endnotes are  not  used in APA citation format.

The short-form citation is written inside parentheses and contains the following information: the  authors’ last names , the  year  of publication, and the  specific page number  where the information was read. In subsequent (short-form in-text) citations, you do not need to write the year of publication again.

For example:

A traditional bureaucracy should utilize a hierarchy or control that is spread throughout an organization. (Thibault, Lynch, & McBride, 2011, p. 85)

At the very end of the essay, in a Reference section, you must then give a complete reference of each source. For a book, the APA format is:

Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

For this particular course in this example (BCJ 562), the textbook should be cited as:

Thibault, E. A., Lynch, L. M., & McBride, R. B. (2011). Proactive police management (8th ed.). Upper Saddle River, NJ: Pearson Education/Prentice Hall.

BCJ 100 – Introduction to Criminal Justice Unit # 1 Question #2: Identify and explain the three components of the Criminal Justice System. When criminal offenders are identified, they will be brought into the criminal justice system so the government may seek justice. The criminal justice system is comprised of three major components: law enforcement, courts, and corrections. (Schmalleger, 2011, p. 3) The first component is law enforcement. After a crime occurs and the police are notified, some of their primary goals are to identify the suspect, collect evidence, and document their investigation. When the investigation is complete, and there is probable cause, a suspect will be arrested. In the United States, law enforcement made an estimated 10,797,088 arrests in 2015. (Uniform Crime Reports, 2016) This does not mean there were 10,797,088 people arrested that year, as some people were arrested more than one time within that year. The second component is the courts. After the offender is arrested, the police report is taken to a prosecutor, usually by a detective. The prosecutor will read the police report and determine if the documented facts violate a law. If the elements of a crime are satisfied, the prosecutor will file a complaint (in some jurisdictions it is an information) with the court alleging criminal conduct. Legal researcher John Smith found (as cited in Schmalleger, p. 341) that if the defendant is in custody, procedural rules dictate that he or she must be offered the opportunity to an initial in-court appearance before a magistrate without unnecessary delay. The suspect will be arraigned and face a criminal trial. If the suspect is found guilty of the crime, either by pleading guilty or being found guilty by a jury or judge’s verdict, then the suspect will be sentenced. If a defendant is sentenced to prison, jail, or probation the third component of corrections is triggered. Most people convicted of serious crimes will be sent to prison. Typically, a prison is where the convict will be sent if sentenced to more than one year of incarceration. If sentenced to less than a year, the inmate will likely be incarcerated in a local county jail. Each of the three components of the criminal justice system will overlap. A police officer may investigate a crime and arrest a suspect, but participation does not stop there. The officer will have to go to court to testify and possibly be called to testify many years later at a prison parole hearing. Although some may argue that one component is more important than another, they are all very necessary. Course number, title, and unit #. Restate the question in bold font. Short-form citation in APA format References: Schmalleger, Frank. Criminal Justice Today: An Introductory Text for the 21st Century. 11th ed. Upper Saddle River, NJ: Pearson Prentice Hall, 2011. Uniform Crime Reports (2016). Retrieved October 13, 2016, from https://ucr.fbi.gov/crime-inthe-u.s/2015/crime-in-the-u.s.-2015/persons-arrested/persons-arrested