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Supervision and Teacher Development
Oral PresentationRafael Alvarez,Daniel Kellner (BERT)
Thomas Ingram, Joshua Vasquez
EDA 510 Supervision and Teacher Development
Instructor Waslawski
May 2009
College of St Rose
Lesson Plans are an essential
element in teacher supervision…in both clinical and
coaching capacities!!
The Lesson Plan •The Lesson Plan is a window into a teacher’s planning process. –Does it fit into the context of a well-planned unit? •For instance, are there overarching or themes or essential questions referenced? –Is there evidence of backwards design? –Does it relate new content material to previous assignments, lessons, or homework in a logical way?
•The Lesson Plan provides clues about how a teacher approaches the art of pedagogy. –How much room is there in the plan for student contribution? –What instructional methods do they tend to employ? –Is the focus of the Lesson Plan itself on the content or the learning process?
•The lesson plan can tell you about a teacher’s style. –Is it minimal with room for improv, or is it a rigid script? –Is the teacher wedded to timeframes (more structure) or is there flexibility that might allow for following student interest (more engagement)?
• The lesson plan can show you how a teacher likes to include or engage students.
– Is student participation built in to the plan?
– Are prescribed questions included in the plan?
– Is student participation planned as a collaborative exercise (groupwork, for instance) or as more of a raise-your-hand-and-share model?
•The lesson plan can show you how a teacher like to include or engage students. –Is student participation built in to the plan? –Are prescribed questions included in the plan? –Is student participation planned as a collaborative exercise (groupwork, for instance) or as more of a raise-your-hand-and-share model?
•A lesson plan can be a first clue that you’re dealing with someone who doesn’t know what they’re doing… –Are there rookie mistakes, like putting WAY to much stuff into each lesson plan? –Is the content laid out awkwardly? –Is it lazy? For example:
Lesson Plan •Aim: Can you do worksheets for an hour? –Do Now: Get a worksheet. •Mini-Lesson: [yell at students until they start doing their worksheets.]
•Activity: Do your worksheet for the remainder of the hour. [written on board] –Differentiation Plan: Dumb kids only have to do half of their worksheets. [also written on board] 1)Summary: What did you learn from your worksheet? 2)7) HW: Copy worksheet onto loose-leaf. Include all directions and questions. 8)*Note to Self: Remember to play lotto tonight.
Observation Checklist
PurposeTeachers aware of clear expectations
from administration
Allows teachers to see where they are and where they need to go
Observation Checklist
Teacher uses effective teaching activities relevant to grade
Teacher uses appropriate learning and teaching techniques throughout the lesson
Teacher uses prior knowledge of students to meet the learning needs of all students; group accordingly
Observation Checklist
Clear learning goals have been identifies in the lesson plan
Students know exactly what is expected of them
Variety of resources have been used to engage students
Observation Checklist
Resources appropriately support the students learning
Teacher clearly explains goals to the studentsTeacher explains task to studentsTeacher uses questions and classroom
discussion to probe the students understanding
Teacher responds to students dicussion to promote learning
Observation Checklist
Teacher encourages other students to participate actively
Appropriate groupings have been used to engage students
Teacher uses a variety of teaching strategies and resources to support teaching
Teacher maintains an environment of respect and rapport in the classroom
Observation Checklist Students equally participate in the lesson and
activity A positive environment is in place to support
students efforts and learning Teacher manages classroom activities smoothly
and efficiently Student behavior is managed Discipline problems are managed quickly and fairly Teacher ensures a safe learning environment
Observation Checklist
How to maximize use…Provide questions that teachers can
have as a guideline in the teacher handbook at the beginning of the year (see attachment)
Go over all the essential questions that could support teachers when being observed
Observation Checklist
FormalUse the questions before the pre-
observation to better prepare yourself as a teacher (allows Supervisor to be objective)
InformalUse the checklist to see if you are managing
the different components
End of the Year Report
First and foremost: the end of the year report should not contain surprises.
It should reflect on the substance of all the year’s evaluations and observations, whether they were formal or informal.
End of Year Report
It is your chance to be high-inference…
Good teachers know good teaching… you can use your judgment here.
Of course you need to be able to support each part of your rating with some sort of evidence.
S’s are S’s, and U’s are U’s …but all of those little boxes give you plenty of room to
voice a little bit of encouragement or dissatisfaction rather than just a single letter.
End of Year Report
It is a great chance to show that you see teachers in a deeper way than they might assume. You can’t spend a lot of time with everybody, but you always have this one last chance to show them that you value their contributions. And last of all:
Someday, you’re just going to have to fire somebody who isn’t very good at the job. And for this you need an end of the year rating.
Sorry Tom – sometimes you just need to get somebody off the bus!
Staff Development Connections
Moving from Individual Development to Staff Development Institutionalizing Clinical Approach
Standardization of Clinical Approach Entry point for teacher-buy in Low-Risk, Exploration of Clinical Approach Scaffolding Clinical Approach Customizing Clinical Approach Reaffirming Teaching and Students as the core
mission Identifying Individual, Personal Objectives and
Marrying them to Collective Objectives
Everything Becomes a Lens
Focused Exploration of School IssuesSmart Goals?Creative Ways to Gather Data to Support
Specific, Target Goals—individually and collectively
Incremental, Progressive Steps Towards School Improvement
Effective Professional Development
District Wide Professional Development Limitation to Clinical Observations
School-Based Professional Development More Choices Available for Institutionalizing Clinical
Observations Individualized Professional Development
Stages of Professional Development Orientation Integration Refinement
Consequences for Poor Staff Development
No Integration with Comprehensive Plan to Achieve School Goals Little Connection Between Formative and Summative Evaluations
High Turnover Rate Instruction Suffers, Students Suffer Respect for Teaching Suffers Continuation of the Teacher-As-Object Model
One-Shot Workshops Continuation of Prepackaged Educational Plans
Formative/Summative Evaluations
Making Evaluations, both Summative and Formative, Purposeful
Eliminating Perception of Arbitrary Evaluations
Improving Administration Direction
Interviewing and Hiring Staff
It is very important when hiring teachers that the whole
person is evaluated and assessed. Different characteristics
and personalities are key variables to consider as each
component varies from various school climates and cultures.
Another paramount issue to consider is the roles,
relationships and responsibilities that the teacher that will
have to face on the job.
Writing samples are a key component to the
interview process.
Educated persons should be able to express
themselves clearly, completely, and accurately.
Effective communication entails sharing ideas
through a variety of techniques, including
reading, writing, and speaking.
The Complexities of the School System
When interviewing teachers it is vital that they aware of NYS
Standards, laws and the social-economic issues that are
present at all levels of the school system.
Quality & Development of Ideas
• Teacher reveals relevant information, telling, quality details giving important information beyond
the obvious
Organization & Relevance
•Topic & ideas are clearly stated & developed; specific examples are appropriate and relevant, &
conclusion is clear
Wording & Phrasing
•Teacher uses a clear voice; proper volume & articulation; No mispronunciations
Non-verbal Cues
•Teacher maintains eye contact, seems comfortable; no anxiety-causing mannerisms
Poise
•Teacher is composed; delivery smooth; tough questions do not “rattle” the teacher
Appearance
•Very professional appearance; clean, neat, well-groomed, properly dressed for interview
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