EDU570+presentation

__**Chapter 1**__ REMEMBER - You must return to one fundamental question __//- What impact will this have on students?//__
 * Supervision and Evaluation - Mixed Feelings**
 * 1) For some it gives rise to pleasant memories of well-designed and well-supported learning opportunities that resulted in a renewed sense of professionalism and improved teaching and learning.
 * 2) Others are left with memories of hostile, unfair, negative judgments made by administrators.
 * 3) Some are neutral and they have annual rituals that included a brief compliment or a suggestion but resulted in no lasting impact.
 * Supervision and Evaluation - Platform of Belief**
 * The most basic purpose of both supervision and evaluation is to enhance the educational experiences and learning of all students.
 * All educators should be treated ethically, fairly and respectfully as they engage in the work of educating children.
 * Educational leaders must foster an organizational climate marked by trust, mutual respect, and willingness to work collaboratively to solve problems.
 * Teaching is a complex, problem-solving activity, and supervision and evaluation require sophisticated knowledge and skills.
 * Supervision and evaluation are separate but complementary functions that should provide the cornerstones of a comprehensive system of professional growth and accountability.
 * Staff development is an integral component of an effective teacher supervision and evaluation must provide differentiated growth opportunities.
 * Teacher supervision is a function to which all professional educators can contribute.
 * All educators must have a deep understanding of the system of teacher supervision and evaluation as well as the skills necessary to carry out their roles within the system.
 * Although the final responsibility for making judgments about the quality of teacher performance lies with the administrator, the teacher should take the lead in collecting evaluation data and using that data to assess personal performance.


 * __ Chapter 2 __**
 * __ History of Instructional Supervision __**
 * Inspectors were ministers, selectmen, schoolmasters and distinguished citizens
 * Supervision by trained professionals did not exist until after the Civil War
 * Social efficiency model
 * Inspectorial model
 * Progressive supervision emphasized collaboration, group processes, inquiry and experimentation
 * Democratic supervision coexisted with bureaucratic, controlling methods for rating and weeding out competent teachers
 * __ 50’s __
 * Supervisors used collaborative problem solving, group supervision, and curriculum development
 * Considered human relations to be an important component of their work
 * __ 60’s __
 * Disconnect between theoretical literature and realities of practice
 * S upervisor provides intellectual service designed to improve the teacher’s practice and student learning
 * __ 70’s __
 * Madeline Hunter developed model of supervision more supervisor directed
 * Teacher rating checklist
 * Was more a process of teacher evaluation than supervision
 * __ 80’s and 90’s __
 * Developmental and reflective supervision
 * The continuing failure to resolve the tension between teacher supervision and evaluation has created major difficulties in the practice of instructional supervision

__ Conceptualizing Supervision and Evaluation as Separate, Complementary and Essential Functions __ __ Criteria Used to Assess Quality of Supervision __ interpret them in same way also § Requires vision, patience, persistence and consistency over time
 * __Teacher evaluation__ is defined as an organizational function designed to make comprehensive judgments concerning teacher performance and competence for the purposes of personnel decisions such as tenure and continuing employment
 * State-mandated function carried out only by persons properly certified by the state
 * Superintendent delegates responsibility to administrators and supervisors
 * Make judgments concerning overall quality of the teacher’s performance and competence in carrying out assigned duties
 * Provides assurance every teacher in the system is performing at some minimum level of competence
 * Rationale derives from the legitimate right of the state to protect children from harm
 * Broad focus
 * Standardized and criteria driven
 * A situation in which teachers are supposed to put their best foot forward for the benefit of the evaluator
 * __Teacher supervision__ is defined as the organizational function concerned with promoting teacher growth which in turn leads to improvement in teaching performance and greater student learning
 * Not concerned with making global judgments about the teacher’s competence and performance
 * Carried out by multiple individuals in multiple roles within the school system
 * Encompasses many different activities designed to enhance teacher growth
 * Peer coaching or colleague consultation
 * Aimed at promoting teacher growth
 * Rationale derives from the complex nature of the teaching environment
 * Narrow focus
 * Data collection is differentiated, individualized and teacher driven
 * Opportunity for risk taking and experimentation
 * Separates evaluation from supervision
 * Use different people
 * By time and procedures; probationary tracks
 * Promotes differentiated growth opportunities
 * Peer coaching, classroom supervision, collegial development groups, self-directed professional development, action research
 * Makes evaluation criteria clear
 * Explicit set of standards that describe satisfactory teacher performance
 * Staff development so all participants understand standards and criteria
 * High priority for the district
 * Aims at enhancing student learning
 * Exists within and contributes to a collaborative organizational climate

__**Chapter 3 Key Concepts and Skills in Classroom Supervision**__
 * Where do you stand? Think about a supervisor who has been helpful in your professional growth. What attributes/skills did those individuals have in common?**

Observation of teaching as an in-classroom supervisory activity. Classroom observation has evolved over the past 40 years. Designed to:
 * 1) Enhance student learning
 * 2) Continuous reflection and inquiry
 * 3) Inquiry into one’s teaching

Typical evaluation process Preconference à Observation à Analyze Data à Post Ob à Overall evaluation

Data driven decision making to facilitate teacher growth

Relationship Building and Evaluation Cycle Focus on teacher’s: RATHER THAN: shortcomings
 * 1) Existing strengths
 * 2) Individual styles
 * 3) Unique teaching contexts

Teaching - learning process that facilitates growth: Building trust and positive communication Uncover espoused platforms and platforms in use Encourage continuous reflection and inquiry into teaching Collect systematic data and interpret and use data Conference Foster a school-wide climate that values community, collaboration, and continuous growth

Trust is a cornerstone in the foundation for effective in-class supervision. -Teachers control access to themselves and belief system -Teachers go through the motions unless trust is built and evaluations are lip service rather than improving teaching
 * Do you have codes to let you co-workers know that administration is making rounds? If so, what are they?**

Teachers described the ideal supervisor with the following qualities: Maintains confidentiality, nonjudgmental/open-minded, supportive, instructional leader, good communication skills, model a positive attitude and enthusiasm for teaching and self-reflection, and sense of humor.

2 FACTORS THAT PROMOTE TRUST
 * 1) Collaborative approach to problem solving - shared problem solving
 * 2) Supervisor’s belief that teacher possesses the expertise to participate in the evaluation

Foundation of trust is built upon: common conception of what it means to be supervised and what it means to be evaluated, explaining entire process to the teacher, supervisor’s genuine interest in teacher and their work while remaining nonjudgmental and active listening beyond a superficial level


 * Tapping into Teachers’ Belief Systems**
 * Espoused Platforms**
 * Includes views on the goals of education and the curriculum, expectations for the students as a class and as individuals, preferred pedagogy, and theories about the factors that most impact student learning.
 * Stems from personal history, formal education, and actual classroom experience
 * Platforms in Use**
 * 1) Cognitive Dissonance: recognition on the part of the teacher of the inconsistency between personal beliefs and performance
 * Platform Clarification**
 * Leads toward a common purpose and a shared commitment to improve instructional competence and professional practice
 * Writing prompts, small group sessions with discussion leader, pairs (teacher and supervisor) at beginning of supervisory cycle


 * Continuous Reflection and Inquiry**
 * Becoming a “Reflective Practitioner”**
 * Inquiry is central to reflective teaching - forces us to question our teaching beliefs and behaviors in light of student learning; prevention of accepting status quo.
 * The blend of deliberation on practice and resulting action is called praxis. Four simple, self-examining questions can lead an educator from thought to action:
 * 1) Describe - What do I do?
 * 2) Inform - What does it mean?
 * 3) Confront - How did I come to be like this?
 * 4) Reconstruct - How might I do things differently?
 * Categories of Teacher Reflection**
 * 1) Technical analysis of one’s own actions
 * 2) Personal analysis of one’s own development as an educator
 * 3) Critical analysis of the implicit and explicit values embedded in educational practice
 * 4) Communal analysis
 * 5) Teachers should also focus on practical wonderings that relate directly to their daily responsibilities.

__**COLLECTING SYSTEMATIC DATA**__ Ways supervisors encourage reflections and inquiry into teaching through data collection, interpretation, and then conference.
 * What are you comfortable sharing about your evaluations and what they’ve entailed?**

Purpose of supervisor: Collect nonjudgmental, descriptive information to help teachers be aware of their own teacher behaviors or student actions/reactions. NOT to be judgmental

(People guess observation, inference, or judgment)

Ways to collect data… WIDE-LENSE (GLOBAL) TECHNIQUES -panoramic view, less focus on specifics, good starting point Strength: comprehensiveness, supervisor in control of data to record Ways data are recorded:
 * 1) Script Taping
 * 2) Anecdotal Notes

SELECTIVE VERBATIM - pinpoints a targeted area wanting to be addressed


 * SCORE Instruments** - (seating chart observational recording) (Fig. 3.5)
 * Individualized coding systems that gather data to address a question or concern the teacher might have (recommend 4 major codes)
 * Limitation = sometimes requires supervisor to infer what individuals are thinking based on their overt behavior
 * Pro = collect information on verbal flow in classroom discussion.
 * Can reveal how a teacher encourages or inhibits participation, either by individual students or by the group as a whole
 * Coding system might include such descriptors as:
 * V** Student //volunteers// to answer a question
 * C** Student is a no volunteer whom the teacher //calls upon//
 * I** Student //initiates// a comment or question related to the lesson
 * X** Student initiates a comment //unrelated// to the lesson
 * E** Teacher //elaborates// on a student response
 * PR** Teacher asks a follow-up //probing question// following a student response
 * +** Teacher offers //positive// reinforcement to a student following a response
 * -** Teacher issues //criticism// or a discipline statement


 * Teacher Artifacts**
 * Written lesson plans
 * Teacher-created curriculum materials and assessments
 * Corrected student homework
 * Performance-based student projects

Following evaluation:
 * INTERPRETING AND MAKING USE OF DATA**
 * 1) Reconstruct the lesson
 * 2) Search for salient behaviors or behavioral patterns repeated over time (why)
 * 3) Projecting what the final reveal about the teacher’s instructional practice in terms of consequences for student learning.


 * 4 APPROACHES TO DATA INTERPRETATION**
 * 1) Non-directive: teacher has control/principal sounding board
 * 2) Collaborative: equal responsibility for the process/joint problem solving
 * 3) Direct Information: supervisor in control/best for teachers that feel inexperienced, confused, or at a loss in problem solving.
 * 4) Directive Control: supervisor dictates/poor performing teachers

Salience: focusing on issues that have the greatest demonstrable impact on student learning. 3 questions to determine salience of a behavior
 * 1) Do the data reveal a demonstrable effect on the students?
 * 2) Does learning theory predict that the behavior is likely to affect students?
 * 3) Is the behavior likely to affect the teacher’s ability to achieve his/her espoused platform?


 * FOCUS ATTENTION ON THE DATA THAT MOST MATTER INTERMS OF STUDENT LEARNING**
 * Conferencing**
 * Preobservation conference
 * Post observation Conference
 * Cycle Evaluation

- 3 phases
 * Preobservation Conference**
 * 1) Fluency - supervisor’s developing a thorough understanding of the teacher’s intended lesson
 * 2) Rehearsal - supervisor engages the teacher in actually practicing or role-playing selected aspects of the lesson
 * 3) Contract - negotiated between supervisor and teacher


 * //Active Listening//**
 * Starts with positive nonverbal feedback
 * Meet in comfortable setting
 * Sit next to teacher rather than formally
 * Focus on asking open-ended questions
 * Attentively receive the teacher’s responses before sharing their own impressions and perceptions


 * Four recommended active listening moves**
 * 1) Structuring
 * 2) Probing
 * 3) Feeling checks
 * 4) Summarizing

Exchange views by discussing interpretation of the data. Successful post-observation conferences include: -inquiry and decision making based on data interpretation -teacher’s reflectiveness about the data and willingness to generate and experiment with alternative approaches -emphasis on identifying and reinforcing teacher strengths
 * THE POST OBSERVATION CONFERENCE**

Supervisor: -assumes a non-directive or collaborative approach -catalyst in follow up discussions -allows data to assist teacher in self-reflecting in order to positively affect student learning

Teacher and supervisor agree on future goals for next round. Can foster trust, support, and collaboration. Both should reflect on what was learned and value the evaluation
 * CYCLE EVALUATIONS**

-PLC’s…teachers must feel empowered and respected in order to collaborate with admin and one another -Extend learning toward the greater good of the building -Supervisors must participate and their actions must demonstrate their commitment to the cause, an appreciation of teachers, and their hard work. -Engage in ongoing reflections and professional growth -Share best practices
 * FOSTERING A SCHOOL-WIDE CLIMATE THAT VALUES COMMUNITY, COLLABORATIN, AND CONTINUOUS GROWTH**


 * Classroom-Based Supervision and Coaching as a Cyclical Process** (Fig. 3.9)
 * 1) Strive to build and strengthen collaborative relationships among educators
 * 2) Encourage teachers to continuously and consciously reflect upon and inquire into their practice
 * 3) Engage in data-driven decision making to improve students’ learning


 * __ Chapter 4: Peer Coaching (Dawn Hickman) __**

Listen to each statement. For each statement, decide if you strongly agree, agree, disagree, or strongly disagree. You must prioritize, because you may write only one statement number per square.
 * Assumptions about Peer Coaching activity: **


 * ** Strongly Agree ** || ** Agree ** || ** Disagree ** || ** Strongly Disagree ** ||

Peer Coaching is a form of supervision designed to assist teachers in refining present skills, learning innovative instructional strategies, and analyzing and seeking solutions for classroom-related problems.
 * What is Peer Coaching? **
 * // Peer Coaching // : teacher who is being observed directs the process
 * // Coaching partner // : visits classroom to collect data and, later to engage in meaningful dialog about the findings


 * Technical vs’ Collegial coaching **
 * // Technical Coaching: // little teacher ownership, training-related checklist of necessary skills
 * // Collegial Coaching: // teachers being observed establish the focus of the observation, can extend beyond the classroom and into data and analyzing


 * Why Peer Coaching is important as part of a comprehensive system of teacher supervision and evaluation: **
 * Capitalizes on the research base about conditions that support adult learning
 * Takes into account the impact on effective supervisory practice of varying teacher stages
 * Extend the role of supervisor to teachers who possess the knowledge and skills to engage in classroom observation
 * Administrators have more time to devote to teachers who truly need their assistance


 * Fostering the conditions that support adults as learners: **
 * // Mutual Respect // - need to feel they work in a climate of professional trust and that they are valued as unique individuals
 * // Sense of ownership and self-direction- // adults respond well when they are empowered to take responsibility for their own learning
 * // Volunteer participation- // adults learn best when they engage in learning at their own decision
 * // Collaborative spirit- // Adults learn best as part of a community whose members share their knowledge rather than working in isolation


 * Taking into account the impact of teacher career stages on effective supervisory practice: **
 * Eight stages to the teacher career cycle are: **
 * // Preservice // -period of preparation at the university level
 * // Induction- // first two to three years of teaching
 * // Competency Building // -teacher strives to improve personal repertoire
 * // Enthusiastic and Growing // -attained a high level of competence, but continues to learn as a professional
 * // Career Frustration- // teacher feels growing disillusionment with profession -early signs of burnout
 * // Stable but Stagnant- // plateau, resigned to doing what is expected, but little more
 * // Career Wind-Down- // plans to leave profession
 * // Career Exit // - leaves for an alternative career or retirement

// *The career cycle, illustrates the need for effective Supervisors who to match their efforts to the individual needs of the teachers with whom they work. Peer coaching is particularly effective supervisory tool for teachers at the “competency-building” and “enthusiastic and growing” stages. **Differentiated supervision is vital to effective supervision** //** ! **


 * Building in more time for administrators to focus on teachers who truly need assistance: **
 * Peer coaching (among other options)


 * Peer coaching in action: the cycle revisited: **
 * Readiness building
 * Pre-observation conference
 * Observation with objective data collection
 * Interpretation and analysis of the data
 * Post-observation conference
 * Follow-up discussion where cycle is carefully and honestly appraised


 * The principal’s role in the peer coaching: **
 * Communicates with teachers to develop a shared understanding of the goals and procedures
 * Join the teacher training
 * In lieu of annual observation, meets with each teacher individually, face-to-face conference at the beginning of the year
 * Discusses teacher’s goals
 * Schedule conflicts
 * Offers solutions to cover room during observations
 * Facilitate a midyear peer coaching meeting to collaborate ideas
 * End of year conference
 * Discuss movement towards goals
 * Insights gained through the experience
 * Establish a written report of teacher involvement


 * Implementing and sustaining a successful peer-coaching program: **
 * Pitfalls: **
 * Top-down decision making process that fails to include teachers
 * Failure to engage in readiness building: teacher training
 * Lack of administrative support
 * Thriving: **
 * Capitalize on input from multiple stakeholders: give them a voice
 * Teacher readiness for peer coaching is a commitment from the district
 * Administrators need to work as a collaborative team
 * District release time provide to allow teacher observation

// *Return to the grid you completed concerning your views on peer coaching. Have your initial perceptions changed? Why or Why not? //