Student Responsibility
It is the responsibility of individuals complet-
ing requirements for K-12 principal certifica-
tion to submit the form needed to obtain the
certification from the Commonwealth of
Pennsylvania to the Dean of Education as soon
as the certification requirements have been
completed.
School Supervision Certification
Program
The Professional Studies Department offers a
non-degree certification program in School
Supervision designed to provide the public
schools with K-12 leadership in the following
subject areas: art, communication, elementary
education, mathematics, science, social stud-
ies, and special education.
Admission Procedures
Applicants for admission to this program
must:
1.
complete an application for admission to
graduate studies, if such an application
has not previously been completed. A
copy of this application may be obtained
at the Office of Graduate Studies and
Research.
2.
complete an application for admission to
the school supervision program. A copy
of this application may be obtained at the
Office of Graduate Studies and Research.
3.
provide official transcripts for the bache-
lor's degree, master's degree and other
graduate credit completed. (A master's
degree is required for admission into this
program.)
4.
provide a photocopy of the applicant's
teaching certificate.
5.
if seeking certification, provide verifica-
tion the applicant has at least five years of
educational experience, three years of
which are in the area requested by the
supervisory certificate.
6.
provide a letter of recommendation from
either the superintendent of the school
system in which the applicant is
employed or the applicant's immediate
supervisor. The applicant needs to obtain
the form for this letter of recommenda-
tion from the Office of Graduate Studies
and Research and give this reference
form to the individual being used for a
reference.
7.
schedule a personal interview when
informed to do so.
8.
if applicable, submit request for accept-
ance of transfer credit. The form needed
to request transfer credit may be obtained
at the Office of Graduate Studies and
Research.
THE EDINBORO APPROACH TO
SUPERVISION
This is an interdisciplinary approach which
utilizes the resources of both college and pub-
lic school personnel. It is dynamic in outlook.
Although supervisors occupy both line and
staff positions in public schools and related
institutions and agencies, the focus of the
supervision program at Edinboro University is
on the improvement of instruction. Supervi-
sion is looked upon as a service rather than as
an administrative arm to rate teachers for pur-
poses of making personnel decisions. Gradu-
ates of this program will be prepared to give
input to the decision making process affecting
the relationship of community needs to pro-
gram offerings, program designs, the selection
and development of appropriate materials, the
teaching process, and the psychology of learn-
ing.
The curriculum for this program is designed to
develop a supervisor possessing the competen-
cies needed to be a team member, a technical
advisor, an instructional leader, an organizer
and planner, a curriculum director, and a moti-
vator for the release of human potential.
ROLE OF THE SUPERVISOR
1. A Team Member
a. Helps to bring together institutional
goals and specific objectives with the
individual goals and specific objec-
tives held by various teachers.
b. Works cooperatively with groups and
individuals whether organizationally
up, down, parallel or outside the
school district.
c. Understands, works within, and seeks
to improve the organizational pattern
of the district within which the super-
visor is working the structure, rela-
tionships, policies, and procedures.
2. The Technical Advisor
a. Though thoroughly trained in a specif-
ic area, recognizes that seldom is there
only one good approach.
b. Understands human nature so that
expertise will be accepted rather than
looked upon as a threat, or an unneces-
sary restraint in the teaching process.
c. Keeps current and encourages others
to do likewise.
d. Represents the district in meetings
relating to subject area.
3. An Instructional Leader
a. Possesses skills of analysis and syn-
thesis.
b. Involves others in appropriate decision
making.
c. Can initiate changes and is able to
cope with resistance to change.
d. Implements change with appropriate
use feedback and follow-up action
techniques.
e. Will accept accountability and can
interpret progress accurately and clearly.
f. Trains staff with techniques appropri-
ate to needs.
4. A Human Relations Expert
a. Has
empathy.
b. Assists.
c. Communicates
effectively.
d. Respects others and earns respect for
self.
e. Places high priority on the develop-
ment of staff members.
f. Skilled in resolving small, irritating
matters promptly and in an equitable
manner.
g. Recognizes special needs (such as
those of the beginning teacher) and
allots high priority in time to schedule
them.
h. Desires to look at all possible excuses
or actions before deciding on a solu-
tion.
i. Uses who, what, why, when, where
and how in organizing and planning
activities.
5. An Organizer and Planner
a. Assesses instructional program effec-
tiveness.
b. Sets priorities for self and helps others
to use available time efficiently.
c. Is skilled in overcoming the obstacles
of status quo inertia, power blocks and
lack of readiness.
d. Is able to communicate to others goals,
conditions, limitations, objectives and
strategies.
6. A Curriculum Director
a. Establishes and maintains an appropri-
ate design.
b. Develops written materials.
c. Improves the teaching process by
example, demonstration, meetings and
by giving individual assistance.
d. Helps teachers understand and teach in
terms of the learning process.
7. A Motivator for the Release of Human
Potential
a. Provides
resources.
b. Praises when deserved and corrects
when necessary.
c. Helps others know themselves.
d. Encourages and supports the efforts of
others.
e. Marshals the resources of time, space,
personnel, materials, facilities and
methods.
f. Can distinguish facts from opinions
and assumptions.
g. Is able to determine what the problem
is as distinguished from what it may
appear to be.
Curriculum
Individuals must complete the courses listed
below or their equivalent:
SCHA700 (3)
SCHA721 Teacher Evaluation Theory
and Practice (3)
Educational Leadership Programs/57