Syllabus for EDL-540



Curriculum Leadership and Supervision provides students with multiple opportunities to critically analyze and apply various contemporary theories of effective school leadership to their professional practice. All theories are aligned with the national ISLLC standards and the NJDOE state standards, research-based frameworks informing the knowledge base, dispositions, and performances of effective school leaders. The course focuses on the performance aspects of effective leadership including empowering others, building collaborative organizational cultures, making informed decisions and communicating them skillfully, and resolving conflicts. (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).


On successful completion of this course, you should be able to accomplish the following:

  1. Comparatively analyze the research-based knowledge, skills, and dispositions required of visionary twenty-first century school leaders codified in the ISLLC standards, in national school leadership organizations, and in the theoretical literature.
  2. Analyze the culture and climate of a school (or educational organization) and assess the extent to which high academic expectations for all students and the professional development of all staff is the core purpose.
  3. Apply various communication and decision-making models, group processes, and professional community-building techniques to resolve organizational problems.
  4. Evaluate the utility of various conflict management strategies for reducing social conflict and evaluate strategies, plans, and policies to facilitate school cultures of continuous improvement.
  5. Apply contemporary leadership theories and empirical research data as a way of determining how supervisors and instructional leaders can affect continuous school improvements in instructional, curricular, and assessment practices to increase achievement for all student subpopulations.
  6. Reflect on and critique the extent to which you are acquiring an understanding of yourself and developing your competencies as a prospective supervisor and instructional leader.



You will need the following materials to do the work of the course. The required textbooks are available from the University's textbook supplier, MBS Direct.

Required Textbooks

  • Green, R. L. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (4th ed.). Upper Saddle River, NJ:Pearson.

    ISBN-13: 978-0132582551

  • Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional leadership: A developmental approach (9th ed.). Boston: Pearson Allyn & Bacon.

    ISBN-13: 978-0132852135

  • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

    ISBN-13: 978-1433805615

Electronic Portfolio Registration

As a capstone experience in the Educational Leadership program, you will prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course. To this end, you are required to purchase an electronic portfolio registration code upon your entry into the Master of Arts in Educational Leadership program. Basic directions for purchasing access to and using your electronic portfolio are posted within the Educational Leadership Students Organization (online community).


Curriculum Leadership and Supervision is a three-credit, graduate course, consisting of six modules. Modules include learning objectives, study materials, and activities. Module titles are listed below.

Course objective covered in this module: 1

Course objectives covered in this module: 5, 6

Course objectives covered in this module: 2, 4, 5

Course objectives covered in this module: 3, 4, 5, 6

Course objectives covered in this module: 5, 6

Course objectives covered in this module: 2, 5


For your formal work in the course, you are required to participate in online discussion forums, complete written assignments, and complete a final paper on a theory of effective leadership. See below for more details.

Consult the Course Calendar for assignment due dates.

Promoting Originality

One or more of your course activities may utilize a tool designed to promote original work and evaluate your submissions for plagiarism. More information about this tool is available in this document.

Discussion Forums

Each module in the course has one or more online class discussion forums. All Discussion Forums take place asynchronously. Post your robust reflections on the assigned readings for each module and interact with your peers through discussion and dialogue to build a hospitable online learning community.

Discussion Forums provide an opportunity for you to interact with your classmates. During this aspect of the course, you respond to prompts that assist you in developing your ideas, you share those ideas with your classmates, and you comment on their posts. Discussion Forum interactions promote development of a community of learners, critical thinking, and exploratory learning.

Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.

Written Assignments

Each module in the course includes one or more writing assignments. The writing assignments require you to write well-reasoned and thoughtful papers on questions derived from the module objectives, making reference, as appropriate, to the readings and other sources of information. You are required to use APA format for your work and for all references.

Theory Paper

As a capstone experience in the Educational Leadership program, you are expected to prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course.

In this course, you are required to write an 8–10 page paper analyzing one theory of effective supervisory leadership of your choice to be selected from the “ISLLC Standards and Scenario Correlation Chart” on the inside front cover of the Practicing the Art of Leadership textbook. The chart groups the educational leadership theories for each chapter and links them to the standards. If you would like to select an educational leadership theory that does not appear on the list, you may do so with permission of your mentor. Select one theory that you would like to explore more deeply in a theory-to-practice reflective paper for inclusion in your electronic portfolio at the end of this course.

You will complete your work on the paper incrementally in three steps throughout the semester. See the Course Calendar for the due dates for each step and for submitting the final paper to your mentor. You are required to use APA format in organizing your paper and for any citations.

Portfolio Artifacts and Reflective Narrative

The principal artifacts for this course are the final theory paper and the change model developed for Written Assignment 6.1.  Accompanying each artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership.

Upload your artifacts to your electronic portfolio, and be certain to indicate their alignment to the applicable ISLLC standards.


Your grade in the course will be determined as follows:

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:


















Below 73

To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.


First Steps to Success

To succeed in this course, take the following first steps:

Study Tips

Consider the following study tips for success:


Thomas Edison State University is committed to maintaining academic quality, excellence, and honesty. The University expects all members of its community to share the commitment to academic integrity, an essential component of a quality academic experience.

Students at Thomas Edison State University are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

All members of the University community are responsible for reviewing the Academic Code of Conduct Policy in the University Catalog and online at

Academic Dishonesty

Thomas Edison State University expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the University insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty can take the following forms:


Thomas Edison State University is committed to helping students understand the seriousness of plagiarism, which is defined as using the work and ideas of others without proper citation. The University takes a strong stance against plagiarism, and students found to be plagiarizing are subject to discipline under the academic code of conduct policy.

If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, or without identifying it as a direct quote, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > “Citing Sources.”)

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else’s. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.

For examples of unintentional plagiarism, advice on when to quote and when to paraphrase, and information about writing assistance, click the links provided below.

Examples of Unintentional Plagiarism

When to Quote and When to Paraphrase

Writing Assistance at Smarthinking

Disciplinary Process for Plagiarism

Acts of both intentional and unintentional plagiarism violate the Academic Code of Conduct.

If an incident of plagiarism is an isolated minor oversight or an obvious result of ignorance of proper citation requirements, the mentor may handle the matter as a learning exercise. Appropriate consequences may include the completion of tutorials, assignment rewrites, or any other reasonable learning tool in addition to a lower grade for the assignment or course. The mentor will notify the student and appropriate dean of the consequence by e-mail.

If the plagiarism appears intentional and/or is more than an isolated incident, the mentor will refer the matter to the appropriate dean, who will gather information about the violation(s) from the mentor and student, as necessary. The dean will review the matter and notify the student in writing of the specifics of the charge and the sanction to be imposed.

Possible sanctions include:

Copyright © 2018 by Thomas Edison State University. All rights reserved.