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. I ...

1. 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

2. 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.

3. 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),

4. “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:
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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
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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

5. 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
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For the professor to know exactly which question you are
addressing, you must write the question and question number at
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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

6. 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
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intended to write, and therefore you skim right over the
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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
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must identify and fully discuss those concepts to receive a
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to supplement the assigned textbook, but not as a
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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
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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

7. 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

8. 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

9. (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