WELCOME!WELCOME!

EdA 510EdA 510

Supervision and Teacher DevelopmentSupervision and Teacher Development

Week ThreeWeek Three

April 18April 18thth

AgendaAgenda1.1. Review of homework assignment – internet Review of homework assignment – internet

resource presentations (3 minutes each)resource presentations (3 minutes each)2.2. Calculating AYP from school report cardsCalculating AYP from school report cards

3.3. Clinical model for supervision and teacher Clinical model for supervision and teacher developmentdevelopment

1.1. Review of notes and observational skills – counting frequencies, looking for Review of notes and observational skills – counting frequencies, looking for patterns, considering a major occurrence, which performance indicators are present patterns, considering a major occurrence, which performance indicators are present and which are notand which are not

2.2. Page 288 to 293 JigsawPage 288 to 293 Jigsaw3.3. Approach to post observation conferenceApproach to post observation conference

4.4. Break I (9:45 am)Break I (9:45 am)5.5. Clinical observation from diskClinical observation from disk6.6. Review of clinical observation assignment for next Review of clinical observation assignment for next

week. (observation and report parameters) week. (observation and report parameters)

Agenda IIAgenda II

7.7. Writing activity – At this point of the course how would Writing activity – At this point of the course how would you define educational supervision? 2 to 3 paragraphsyou define educational supervision? 2 to 3 paragraphs

8.8. Summative evaluation v. Formative observationSummative evaluation v. Formative observation9.9. Lunch (12 to 12:30 pm)Lunch (12 to 12:30 pm)10.10. Professional development and teacher supportProfessional development and teacher support

1.1. Peer coaching practicesPeer coaching practices2.2. Using the Danielson FrameworkUsing the Danielson Framework

11.11. Chapter 7 Developmental Supervision – case study Chapter 7 Developmental Supervision – case study exerciseexercise

12.12. Break II (1:45)Break II (1:45)13.13. Chapter 18 – Professional DevelopmentChapter 18 – Professional Development14.14. Review of Oral Report assignment due on May 2ndReview of Oral Report assignment due on May 2nd15.15. Chapter 9 Jigsaw and role playChapter 9 Jigsaw and role play

Week Two Course ClosureWeek Two Course Closure

Clinical observation process is about Clinical observation process is about professional development and capacity buildingprofessional development and capacity buildingInformal observations done with frequency need Informal observations done with frequency need to be assessed with standards or a performance to be assessed with standards or a performance rubricrubricSupervisory behaviors are a function of the Supervisory behaviors are a function of the context in which a supervisor is employedcontext in which a supervisor is employedAssessing and planning skills are requisite for a Assessing and planning skills are requisite for a supervisor to be able to effectively carry out supervisor to be able to effectively carry out observations and develop support plans for observations and develop support plans for teaching improvement and academic progressteaching improvement and academic progress

Week One Course ClosureWeek One Course Closure

Review of the Inbox QuadrantsReview of the Inbox Quadrants

Any new thoughts on where to place items?Any new thoughts on where to place items? What?What? Why?Why?

Lingering questions journal write – reflect on Lingering questions journal write – reflect on today’s topics and process. What questions do today’s topics and process. What questions do you still have? What would you like to discuss you still have? What would you like to discuss further as a group? What changes would you further as a group? What changes would you have made?have made?

Internet Resource HomeworkInternet Resource Homework

Second Skill AssignmentSecond Skill AssignmentApril 18, 2009April 18, 2009

Assessment Rubric:Assessment Rubric:Content (15 pts.) Content (15 pts.)

55 33 11Clear definition of resourceClear definition of resource Resource was somewhat explainedResource was somewhat explained Resource was not clearResource was not clear

55 33 11Variety of applications offeredVariety of applications offered Limited thought to applicationLimited thought to application No application includedNo application included

Format (5 pts.)Format (5 pts.)55 33 11

Clearly written, well organized, Clearly written, well organized, Computer structure was apparent, Computer structure was apparent, Computer address Computer address is challengedis challenged

no errors in APA or URLno errors in APA or URL some errors in mechanics or URLsome errors in mechanics or URL by lack of computer URL addressby lack of computer URL address

School Report CardsSchool Report Cards

Calculating Annual Yearly Progress (AYP)Calculating Annual Yearly Progress (AYP)(% level 2’s + % level 3’s + % level 4’s) + (% (% level 2’s + % level 3’s + % level 4’s) + (% level 3’s + % level 4’s) = Perf. Index AYP and a level 3’s + % level 4’s) = Perf. Index AYP and a school’s Performance Index are identical. school’s Performance Index are identical. Annual Measurable Objective or – AMO is the Annual Measurable Objective or – AMO is the target set by federal and state progress target set by federal and state progress expectationsexpectationsComparisons to the DOE’s Progress Report Comparisons to the DOE’s Progress Report grades and measurementsgrades and measurementsResponse to data Response to data

Clinical Supervisory ModelClinical Supervisory Model

Review of notes from last class. What did you Review of notes from last class. What did you write or attempt to write down in class? write or attempt to write down in class? What could you look at in a real classroom?What could you look at in a real classroom?Review of Glickman and Gordon pp. 288 to 293. Review of Glickman and Gordon pp. 288 to 293. What are the elements of the clinical supervisory What are the elements of the clinical supervisory model? What assumptions are implied by its model? What assumptions are implied by its use?use?What approach would you take to the post What approach would you take to the post observation conference for the lesson we observation conference for the lesson we viewed?viewed?How would peer coaching make use of this How would peer coaching make use of this model?model?

Break Break (15 min.)(15 min.)

Clinical Observation IIClinical Observation II

What is the approach to this pre-What is the approach to this pre-observation conferenceobservation conference

Given the lens, what observational skill Given the lens, what observational skill should you practice? should you practice?

Review of the Clinical Observation Review of the Clinical Observation Assignment for next weekAssignment for next week

Conduct a formal teacher observation using the clinical Conduct a formal teacher observation using the clinical supervisory model we have studiedsupervisory model we have studiedSelect your teacher and set an observational lens during Select your teacher and set an observational lens during the pre- observation conference. What supervisory the pre- observation conference. What supervisory approach will you take? (Non-directive or collaborative)approach will you take? (Non-directive or collaborative)Observe the lesson using a “tool” for scripting, counting Observe the lesson using a “tool” for scripting, counting the frequency of something, capturing a pattern of the frequency of something, capturing a pattern of speech or student responses, analysis of significant speech or student responses, analysis of significant teaching moves/events, etc.teaching moves/events, etc.Your paper (6 to 8 pages) will review your analysis of the Your paper (6 to 8 pages) will review your analysis of the observation in light of the pre-observation conference observation in light of the pre-observation conference and agreed upon “lens”. Keep inferences low and draw and agreed upon “lens”. Keep inferences low and draw conclusions based on solid evidence.conclusions based on solid evidence.

The intended learner outcomes are established in the pre-The intended learner outcomes are established in the pre-observation conferenceobservation conferenceYou will demonstrate an understanding of student You will demonstrate an understanding of student achievement through your guidance in the pre-observation achievement through your guidance in the pre-observation conference, your analysis of the observation and your conference, your analysis of the observation and your ending suggestions.ending suggestions.To be successful on this assignment there must be some To be successful on this assignment there must be some carefully considered next steps for the cooperating teacher carefully considered next steps for the cooperating teacher – not criticism – but feedback that they are open to – not criticism – but feedback that they are open to receiving.receiving.Your presentation in class must use a visual technology Your presentation in class must use a visual technology (chart paper or power point) and should be paced for a 7 (chart paper or power point) and should be paced for a 7 minute presentation with 2 minutes of Q & A.minute presentation with 2 minutes of Q & A.Let me know during the week if you are having a problem Let me know during the week if you are having a problem conducting this observation. conducting this observation.

Review of the Clinical Observation Review of the Clinical Observation Assignment for next weekAssignment for next week

Defining Educational SupervisionDefining Educational Supervision

Reflect on our discussions of supervision and Reflect on our discussions of supervision and the various types and applications of teacher the various types and applications of teacher observations. observations. Write in your “journal” two to three paragraphs Write in your “journal” two to three paragraphs that define your understanding of Educational that define your understanding of Educational SupervisionSupervision

Questions to consider as you reflect and write:Questions to consider as you reflect and write: How is educational supervision different or similar to How is educational supervision different or similar to

instructional leadership?instructional leadership? What processes for instructional and academic What processes for instructional and academic

improvement does an educational supervisor create improvement does an educational supervisor create and maintain as their primary focus?and maintain as their primary focus?

Summative evaluationSummative evaluationand Formative observationsand Formative observations

What is the difference between these two What is the difference between these two terms?terms?

To which does the clinical supervisory To which does the clinical supervisory model apply?model apply?

Where, when and how would you use Where, when and how would you use informal observations of teachers? informal observations of teachers?

Why the need for both?Why the need for both?

Lunch!Lunch!

Let’s break for 30 minutes Let’s break for 30 minutes

Upon return we will look at peer coaching Upon return we will look at peer coaching and the use of Danielson’s frameworksand the use of Danielson’s frameworks

Peer Coaching Practices and Direct Peer Coaching Practices and Direct Assistance to TeachersAssistance to Teachers

Peer coaching and use of the clinical supervisory modelPeer coaching and use of the clinical supervisory modelEconomies of scale with peer coachingEconomies of scale with peer coachingDifficulties in implementing peer coaching on a large Difficulties in implementing peer coaching on a large scalescaleSchool professional culture and peer coaching – all School professional culture and peer coaching – all teachers are observers and cultivators of teaching talentteachers are observers and cultivators of teaching talentIntegrating peer coaching into the larger school Integrating peer coaching into the larger school achievement goals and needsachievement goals and needsHow could the peer coaching model be used to How could the peer coaching model be used to “advance” a school’s understanding and use of the “advance” a school’s understanding and use of the Danielson framework for teaching?Danielson framework for teaching?

Chapter 7 – Developmental Chapter 7 – Developmental SupervisionSupervision

What supervisory behavior is used in your case What supervisory behavior is used in your case study? study? Why is this an example of effective or ineffective Why is this an example of effective or ineffective supervisory support?supervisory support?What would your possible alternate strategy with What would your possible alternate strategy with this case study?this case study?How would an urban and “under resourced” How would an urban and “under resourced” school context affect your approach or the school context affect your approach or the outcomes of this intervention?outcomes of this intervention?What are the two core elements of What are the two core elements of developmental supervision? developmental supervision?

Break II 1:45 pmBreak II 1:45 pm

Professional Development Professional Development (chp. 18)(chp. 18)

Relevant Professional Development models view Relevant Professional Development models view teachers as agents, not objects of professional teachers as agents, not objects of professional development and learningdevelopment and learningTeachers must be involved in the creation and design of Teachers must be involved in the creation and design of all professional development effortsall professional development effortsPD starts with the school-wide goals and needs, but also PD starts with the school-wide goals and needs, but also integrates the group and individual development goals integrates the group and individual development goals into its frameworkinto its frameworkAll PD efforts need to address the three stages of All PD efforts need to address the three stages of learning:learning:

Orientation Stage – Study groups identify literature and scope Orientation Stage – Study groups identify literature and scope Integration Stage – Lab site learning opportunities model thisIntegration Stage – Lab site learning opportunities model this Refinement Stage – Peer coaching becomes ongoing lab siteRefinement Stage – Peer coaching becomes ongoing lab site

Review of “Oral Report” Review of “Oral Report” Assignment – Due May 2Assignment – Due May 2ndnd

Each committee of four will prepare a report covering all five topicsEach committee of four will prepare a report covering all five topicsEach topic is to be considered in the context of educational supervision and Each topic is to be considered in the context of educational supervision and teacher developmentteacher development

For example, lesson plans are to be discussed in the context of improving For example, lesson plans are to be discussed in the context of improving instruction and student achievement. How are plans developed and used to instruction and student achievement. How are plans developed and used to be a support tool for effective instruction?be a support tool for effective instruction?

The observation checklist – what are some examples? How can they be The observation checklist – what are some examples? How can they be use effectively?use effectively?

What role does the end of year summative evaluation play in the ed. What role does the end of year summative evaluation play in the ed. supervision and teacher development process?supervision and teacher development process?

What role does staff development play in these processes?What role does staff development play in these processes? How would the interviewing and hiring of staff be affected by these models How would the interviewing and hiring of staff be affected by these models

for teacher development and empowerment in the context of educational for teacher development and empowerment in the context of educational supervision?supervision?

Use and apply some type of visual aid for the presentation of this information. Use and apply some type of visual aid for the presentation of this information. The visuals should help facilitate observer understanding of your content / The visuals should help facilitate observer understanding of your content / message. The visual aid should be consistent for each part of your presentation message. The visual aid should be consistent for each part of your presentation – i.e., power point use, flip chart papers on each topic, etc.– i.e., power point use, flip chart papers on each topic, etc.Take 15 minutes now to organize yourselves around this assignmentTake 15 minutes now to organize yourselves around this assignment

Directive Informational Behaviors Directive Informational Behaviors Chapter 9Chapter 9

Mix up into groups of threeMix up into groups of three

Jigsaw the reading of chapter 9 as follows:Jigsaw the reading of chapter 9 as follows: Page 148 to top of 152Page 148 to top of 152 Page 152 to top of 154Page 152 to top of 154 Page 154 to 156 (include the summary)Page 154 to 156 (include the summary)

Assign roles for the role play 9.1 on page 155Assign roles for the role play 9.1 on page 155

Conduct the role play, consulting appendix B on Conduct the role play, consulting appendix B on page 490 if necessary (class participation grade)page 490 if necessary (class participation grade)

Whole class reflective debrief Whole class reflective debrief

Homework for Next WeekHomework for Next Week

(Week of April 25(Week of April 25thth))

Read Glickman, Gordon and Gordon Chapter 19, pp. Read Glickman, Gordon and Gordon Chapter 19, pp. 357-379; Chapter 10 pp. 161-170357-379; Chapter 10 pp. 161-170Complete the “core course assignment” to conduct a Complete the “core course assignment” to conduct a formal teacher observation using the clinical supervisory formal teacher observation using the clinical supervisory model as defined in class and in the text. Write your own model as defined in class and in the text. Write your own 5 to 10 page report that includes a description and 5 to 10 page report that includes a description and analysis of the five steps identified in the course analysis of the five steps identified in the course syllabus.syllabus.Conduct research and begin your preparation for the oral Conduct research and begin your preparation for the oral report to be done in committee and presented on May report to be done in committee and presented on May 22ndnd, our last class. , our last class. Complete any unfinished and previously assigned Complete any unfinished and previously assigned homework assignments from earlier weeks.homework assignments from earlier weeks.

Week Three Course ClosureWeek Three Course Closure

Developmental supervision takes into account the skill Developmental supervision takes into account the skill level of the teacher and a supervisory behavioral approach level of the teacher and a supervisory behavioral approach which will foster teacher independencewhich will foster teacher independenceDirect assistance to teachers in the form of clinical Direct assistance to teachers in the form of clinical observations and peer coaching break the isolation of observations and peer coaching break the isolation of teaching and are core elements in a culture of professional teaching and are core elements in a culture of professional excellenceexcellenceClinical supervisory observations are support interventions Clinical supervisory observations are support interventions and thus by definition, they are formativeand thus by definition, they are formativeInformal observations use performance rubrics based on Informal observations use performance rubrics based on local or national standards and therefore can be used as local or national standards and therefore can be used as summative evaluations of performance vis a vis these summative evaluations of performance vis a vis these criteriacriteriaDirective informational supervisory behavior is often Directive informational supervisory behavior is often effectively used in challenging supervisory dilemmaseffectively used in challenging supervisory dilemmas