HYBRID EDL 678 Strategic Supervision and Leadership Online Class Session #2 Week of May 27 – 31, 2013 Topic: Analyzing Teaching Mediocrity Through the.

HYBRID EDL 678 Strategic Supervision and Leadership Online Class Session #2 Week of May 27 – 31, 2013 Topic: Analyzing Teaching Mediocrity Through the Use of Multiple Data Sources Linking Effective School Characteristics and Supervising Adult Learning Summer Session 1, 2013 Dwight R. Pfennig, Ed.D. Assistant Professor SUNY Cortland EDL 678: Strategic Supervision and Leadership

Session #2 Class Activities: EDL 678: Strategic Supervision and Leadership Session #2 Class Activities Shall Include: Class introduction Select/Submit Individual Supplemental Reading Text Submit Listing of Required Documents Acquired Strategic Planning an Overview Second Impromptu Presentation Case Study/Text Discussion: (Skillful Leader) Profiles Of Mediocrity (Chapter 3) (SuperVision) The Exception: What Schools Can Be/Adult and Teacher Development within the Context of the School/Reflections on Schools, Teaching, and Supervision (Chapters 3, 4, & 5) Work toward completion of “School District Dream Projects” Lighting Round

Offline Session# 15/22/2013 Online Session# 25/27-31/2013 Online Session# 35/27-31/2013 Offline Session# 46/5/2013 Online Session# 5 6/2/13-6/8/2013 Online Session# 6 6/9/13-6/15/2013 Online Session# 7 6/9/13-6/15/2013 Offline Session# 8 6/19/2013 Online Session# 9 6/16/13-6/21/2013 Offline Session# 10 6/26/2013 Semester Calendar EDL 678: Strategic Supervision and Leadership X Please remain abreast of date ranges for online class sessions. Given the five (5) week duration of the class, TIME has a funny way of “sneaking up on you.”

Supplemental Text Selection Listing of Required Documents EDL 678: Strategic Supervision and Leadership If not done at this time, your supplemental text selection needs to be finalized by the end of this Session. You should also submit a listing/partial listing of the required documents you have been able to secure at this time. Please note any difficulties you may be having with acquiring required documents.

Strategic Planning The District Management Council The District Management Council (DMC) is a membership network of public school districts and their leaders that provides superior strategic insights and practical solutions to the most pressing challenges facing school systems. DMC delivers in-depth techniques, tools, and training required to successfully raise student achievement while improving operations and lowering costs. Since its founding in 2004, DMC has successfully assisted school districts across the country in areas such as strategic planning, human capital management, financial resource allocation, and stakeholder engagement and communications. We draw upon the collective wisdom of our growing membership, the veteran perspectives of our Senior Advisors, and the analytical expertise of our management consultants who have decades of combined experience advising not only public school districts but complex multinational corporations and government agencies There are several models for developing strategic plans in the private sector as well as in the public sector. We shall be using the District Management Council as a resource for modeling strategic planning as it pertains to this course and the “Dream School District Project” in particular. EDL 678: Strategic Supervision and Leadership

Strategic Planning EDL 678: Strategic Supervision and Leadership

Strategic Planning EDL 678: Strategic Supervision and Leadership Mission Vision Goals Vision Statement: The big picture. The word “vision” means the conception of an image. In a vision statement you say where it is you want to go. Here is an example: By the end of 2014, our school will be the state leaders in 3 rd Grade mathematics achievement test scores. The measurement of success jumps out at you in this example. It fills the criteria for a well-written vision statement. It is quantifiable, and the participants involved in moving toward the vision would be able to create a mental image of achieving the vision. Mission Statement: The Mission Statement flows directly from the vision statement. It is the implementation of the vision and it outlines what must happen to realize the vision. It’s a “how-we-will-get-there” guide that contains action words and adjectives that modify them. A good mission statement will do/contains the following: Elicits an emotional, motivational response Is easily understood and can be transferred into individual action Has a measurable, attainable goal Is three to four sentences long Is simple, honest and frank Is fully believed

Strategic Planning EDL 678: Strategic Supervision and Leadership Vision Mission

Strategic Planning EDL 678: Strategic Supervision and Leadership

Questions to help clarify your supervisory platform: What is your definition of instructional supervision? What should be the ultimate purpose of supervision? Who should supervise? Who should be supervised? What knowledge, skills, attitudes, and values are possessed by successful supervisors? What are the most important needs of teachers? What makes for positive relationships between supervisors and teachers? What types of activities should be part of instructional supervision? What should be changed about the current practice of instructional supervision? Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Second Impromptu Presentation: Practically Applying Your Philosophy, Beliefs, and Behaviors, to Building a Supervisory Platform...

Second Impromptu Presentation: Practically Applying Your Philosophy, Beliefs, and Behaviors, to Building a Supervisory Platform... EDL 678: Strategic Supervision and Leadership Cultural Beliefs Supervisory Behaviors Supervisory Beliefs Educational Philosophy Educational Beliefs Supervisory Platform Based on your work with your Cohort Group and School District Dream Team project group, and what has been read and discussed to this point, present a “snapshot” of your personal supervisory platform. Utilize the platform components as they now appear in the illustration on the left. 1. Maximum 5-7 minutes to present 2. Post to Blackboard by May 28 th 3. Review/Critique by Cohort Group 28 th -31 st

Text Discussion: The Skillful Leader EDL 678: Strategic Supervision and Leadership Chapter 3: Profiles In Mediocrity

Text Discussion: “The Skillful Leader” Reminder: The teacher performance problems associated with mediocre teaching are not necessarily just a problem with the teacher. Institutions which are deficient (lack of strategic planning, poor finances, lack of leadership, lack of community support, etc.) and poor supervision (lack of training, unawreness of a variety of teaching skills, poorly developed leadership skills, poor relationships with staff, etc.) are often the root cause of teacher performance problems. EDL 678: Strategic Supervision and Leadership

Group 1: Lack of Expertise Sally Friendly Whim Winger Group 2: Limiting Beliefs About Teaching, Learning, or Schools Frank Steel Donna D. Limits Peter Passable John Whiner Collabnot Group 3: External Influences Mary Pity Louise Biere Hank Frail EDL 678: Strategic Supervision and Leadership Text Discussion: The Skillful Leader Chapter 3: Profiles In Mediocrity Within your Cohort Group discuss the following questions: How did the varying educational philosophies of the group effect your choice(s)? Is there one dominant philosophy that should be the focal point of your “skillful supervisory responses.” Chapter 3 presents the profiles of 9 teachers in three distinct categories of mediocrity. Applying knowledge gained through experience and classwork thus far, choose the four most promising “skillful supervisory responses” (located at the end of each profile, pp. 40, 41, 44, 47, 51,56,57,60,62, & 64) to use with each of the teachers in all groups.”

Prerequisites Knowledge Technical Skills Interpersonal Skills SuperVision as Developmen tal Direct Assistance Curriculum Development Professional Development Group Development Action Research Organizational Goals Improved Student Learning FunctionUnificationOutcome Copyright © Allyn & Bacon 2009 SuperVision for Successful Schools EDL 678: Strategic Supervision and Leadership Technical TasksCultural Tasks Facilitating Change Addressing Diversity Building Community Teacher Needs As presented during Session #1, the structure of the first fifteen (15) chapters of the text is designed to develop a practical sense of the knowledge, interpersonal skills, and technical skills necessary to address the technical tasks of supervision. We shall complete Part Two: Knowledge during this session by covering chapters 3, 4, and 5.

Effective Schools Research In the late seventies and early eighties, a group of educators, citizens and policy workers came together to work on public school reform. Using the research of many of these same people a movement began to form to advocate the findings of this research and to disseminate the findings in schools and school districts around the nation. The movement became known as the effective schools movement. The leader of this movement was Ronald R. Edmonds, who with colleagues convinced the field of education and many practitioners in the field, that schools could be changed - re-formed- to become effective schools for all students. The quotation from his now famous article Educational Leadership (October 1979) reads as follows: “It seems to me, therefore, that what is left of this discussion are three declarative statements: (a) We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us; (b) We already know more than we need to do that; and (c) Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” EDL 678: Strategic Supervision and Leadership Ronald R. Edmonds Born May 24, 1935 at Ypsilanti, Michigan, Ronald R. Edmonds received his B.A. in American History from the University of Michigan and an M.A. in the same field from Eastern Michigan University, Ypsilanti. He also received a certificate of advanced study from the Harvard University Graduate School of Education. From 1981 until his death in July 15, 1983 Edmonds was Professor, Departments of Teacher Education and Administration and Curriculum, and in the Urban Affairs Programs, Michigan State University and also Senior Researcher in the Institute for Research and Training there. For the 1980-81 3rd edition of Who’s Who Among Black Americans, Northbrook, IL: Who’s Who Among Black Americans, Inc. Publishing Company, 1981, Edmonds reported that he was a lecturer in the Harvard University Graduate School of Education, a post he’d held since 1977. While at Harvard he was engaged in independent study from 1972-73, and was director of the Center for Urban Studies in Harvard’s graduate education program from 1973-77. He listed his immediately previous position, 1977-80, as senior assistant for instruction, New York City Public Schools. Prior to his move to Harvard, Edmonds had been a faculty member in the Labor School, Univerisity of Michigan, 1968-70, and also was human relations director for the Ann Arbor, Michigan Public Schools. In 1970-71 he was employed in the Title V Improving State Leadership in Education program, for the Michigan Department of Public Instruction. In 1970-72 he was assistant superintendent in the Department of Public Instruction, State of Michigan, Lansing, MI. His education career had begun as a teacher at Ann Arbor Pioneer High School, 1964- 68. These were the years between Dr. King’s August 1963 “I Have a Dream” Speech, Washington, DC, and Dr. King’s death and then the 1968 Democratic Convention at Chicago, August 1968. In that period he began doing project work with the departments of the University of Michigan, including the Center for Research on Conflict Resolution, 1967-68.

Early Effective Schools Research (1970’s) Strong leadership A climate of expectation An orderly but not rigid atmosphere Communication of priority on learning the basics Diversion of school energy and resources on priorities Means of monitoring achievement (Edmonds, 1979) Edmonds, R. 1979. Effective schools for the urban poor. Educational Leadership 37(1): 15-24. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Based on research the characteristics of Effective Schools During the 1970’s follow:

The Second Wave of Effective Schools Research (1980’s) Site management Leadership Staff stability Curriculum and instructional articulation Staff development Maximized learning time Widespread recognition of academic success Parental involvement and support Collaborative planning and collegial relationships Sense of community Clear and commonly shared goals and expectations Order and discipline Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Based on research the characteristics of Effective Schools During the 1980’s agreed with earlier effective schools research findings on strong leadership, order, and agreed upon priorities. The additional characteristics are also supported by the research:

Respect for racial pluralism A culture of caring Basic skills supplemented with rich academic programs Shared governance involving leaders, teachers, parents, and students Professional development to help teachers address cultural and special needs Teaching aimed at preventing academic problems Context Studies in Effective Schools Research Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Context studies on schools serving high-achieving, low-income, and minority students found that effective schools possess:

The Legacy of Effective Schools Research 1. All students can learn 2. Schools should focus on student outcomes and rigorously assess progress toward reaching those outcomes 3. Schools should assume a fair share of the responsibility for student learning 4. Schools should be structurally, symbolically, and culturally linked, providing for consistency and coordination through the school community Murphy, J. 1992. Effective schools: Legacy and future directions. In D. Reynolds, & P. Cutance (Eds.), School effectiveness: Research, policy, and practice (pp. 164-170). London: Cassell. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

From Effective Schools to School Improvement Bennett, N., & Harris A. 1997. Hearing truth from power? Organizational theory, school effectiveness, and school improvement. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, March. Bollen, R. 1996. School effectiveness and school improvement: The intellectual and policy context. In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij, Making good schools: Linking school effectiveness and school improvement. New York: Routledge. Effects ResearchSchool Improvement ResearchReference “What do effective schools look like?” “How do schools improve over time?” Bennett and Harris, 1997 Examines inputs, throughputs, and outputs and emphasizes organizational structure Focused on school culture and the change process Bennett and Harris, 1997 Takes statistical snapshots of performance measures and their correlates Concerned with long-term growth (often examined through case studies) Bollen, 1996 Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Researchers Bennett, Harris, Bollen, Reynolds, Creemers, Hopkins, Stoll, and Lagerweij have drawn some comparisons pertaining to “effective school reasearch” and “school improvement research.”

Characteristics of Improving Schools Varied sources of leadership, including teacher leadership Consideration of individual school context and culture Parental involvement Shared vision, and continuous re-visioning External and internal support Focus on teaching and learning Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

Characteristics of Improving Schools (Continued) Ongoing professional development Instructional dialogue Teacher collaboration Democratic, collective inquiry Integration of improvement efforts Data-based feedback on improvement efforts, using multiple measures Which of these are happening at your school? Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

Connecting School Improvement to the Local Community and Larger Society It is important that parents and other community members be involved in school improvement. It is important to connect school improvement and community development. Student learning should be connected to the community and larger society. Within your cohort group discussions, provide examples of each kind of connection. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

Adults As Learners Understanding the precepts of supervision is being able to link knowledge of adult learning to its implications for instructional supervision. Clarifications /Explanations of Intelligence and Intelligence Theory as well as Theories of Adult learning are critical elements of adult learning. EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Fluid Intelligence Depends heavily on physiological and neurological capacities, peaks early and explains why youth excel in tasks requiring quick insight, short-term memorization, and complex interactions. Merriam,S. and Caffarella, R. 1999. Learning in adulthood (2nd ed.). San Francisco: Jossey-Bass. Klauer, K. J., and Phye, G. D. 2008.Inductive Reasoning: A training approach. Review of Educational research, 78(1), 85-123.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Crystalized Intelligence Is assessed by untimed measures calling for judgment, knowledge, and experience. It is more heavily influenced by experience, thus older individuals show an advantage when it is measured.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Theory of Multiple Intelligences Howard Gardner (1983): Intelligences: linguistic, logical-mathematical, musical, spatial, bodily kinesthetic, intrapersonal, interpersonal, *naturalistic. Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Triarchic Theory of Intelligence Compotential Experiential Socially Influenced Abilities Sternberg, R.J. 1985. Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Malcolm Knowles’ Theory of Andragogy 1. Adults have psychological need to be self-directing 2. Adults bring an expansive reservoir of experience 3. A need to solve real-world problems 4. Performance centered: desiring immediate application of knowledge Knowles, M.S. 1980. The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Chicago: Association/Follett an·dra·go·gy [an-druh-goh-jee] Noun: the methods or techniques used to teach adults: Many educators believe that the principles of andragogy, as advanced by Malcolm Knowles, have great relevance to adult education; others are not so certain.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Self-Directed Learning Learning that adults engage in systematically as part of everyday life Not all adults are ready for self-directed learning in every situation. Merriam, S. B. 2001. Something old, something new: Adult learning theory for the twenty-first century. In S. Merriam (Ed.), The new update on adult learning theory (New Directions for Adult and Continuing Education, no 89) (pp.93-96). San Francisco: Josey-Bass Eneau, J. 2008. From autonomy to reciprocity, or vice versa? French personalism’s contribution to a new perspective on self-directed learning. Adult Education Quarterly, 59(3), 229-248.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Transformational Learning Transformational learning most often follows a disorienting dilemma (Mezirow, 2000) Critical reflection and dialogue on one’s assumptions and beliefs can lead to a new theory of practice (Cranton, 1994) Cranton, P. 1994. Understanding and promoting transformative learning. San Francisco: Jossey-Bass. Mezirow, J.M. 2000. Learning to think like an adult: Core concepts of transformation theory. In J.M. Mezirow & Associates (Eds.). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Experience and Learning Much of the meaningful learning that occurs in the workplace is of the informal and incidental variety rather than the highly structured learning traditionally associated with workplace training. (Kerka, 1998) Workplace environments that stimulate learning are those which foster proactivity, critical reflection, and creativity. (Marsick & Watkins, 1990) Kerka, S. 1998. New perspectives on mentoring. ERIC Digest No. 194.(ERIC ED 418249). Marsick, V.J., & Watkins, K. 1990. Informational and incidental learning in the workplace. London and New York: Routledge.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Informal Learning: Less structured learning. Self- directed learning, networking, coaching and mentoring. Incidental Learning: A byproduct of an activity that is tacit or unconsciuos at the time of its occurrence Situated Cognition: Lasting knowledge emerges as learners engage in authentic activity embedded in specific situations.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Critical Theory Hegemony operates to preserve inequities linked to structures of privilege and oppression based on categories like race, ethnicity, gender, class, and age. Social justice is viewed as a core value. Kilgore, D. W. 2001. Critical and postmodern perspectives on adult learning. In S. B. Merriam (Ed.), The new update on adult learning theory (New Directions for Adult and Continuing Education, no. 89) San Francisco: Josey Bass. he· ’jemmanee [he-gem-moe-knee] Noun: authority or control: control or dominating influence by one person or group, especially by one political group over society or one nation over others.

Postmodern Theory (Foucault; Lyotard; Usher, et. al.) Androgogy (Knowles) Critical Theory (Halbermas; Welton Experience and Learning (Dewey; Lindeman; Knowles Kolb) Transformational Learning (Mezirow; Kegan; Taylor; English; Cranton) Self-Directed Learning (Tough; Merriam; Pratt; Grow) Theories of Adult Learning Intelligence Situated Cognition (Brown et. al.; Collins & Duguid; Hansman; Schon; Wilson; Lave & Wenger) Informal Learning (Marsick & Watkins) Incidental Learning (Marsick & Watkins Contemporary Theories Triarchic Theory (Sternberg) Multiple Intelligences (Gardner) Crystalized Fluid Categories (Horn & Cattell) Knowledge About Adult LearningImplications for Instructional Supervision 1. Differentiate supervision based on teachers’ experience, learning, strengths, and readiness level for self-directed learning 2. Assist teachers to develop a variety of learning adaptations and change strategies 3. Help teachers to identify, analyze, and solve classroom and school problems. 4. Link learning about instructional innovations to teachers’ past learnings. 5. Allow ample time for teachers to gradually integrate innovations into their repertoires. 6. Foster experiential learning and reflection on action. 7. Facilitate teacher empowerment and self-direction. 8. Support dialogue and collegial learning among teachers. 9. Help teachers take advantage of conditions supportive of learning and change non-supportive conditions. 10. Foster teachers’ critical thinking. 11. Help teachers consider multiple perspectives on issues and problems. Adults As Learners EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009 Postmodern Theory Resists embracing any universal truth, emphasizing that knowledge is multi-faceted and truths shift according to the experience and context of the knower. Interested in interrupting the status quo to create emancipatory knowledge. Foucault, M. (1977). Power Knowledge. New York: Pantheon Books. Lyotard, J. F (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press. Usher, R., Bryant, I, and Johnson, R. (1997). Adult education and the postmodern challenge. London: Routeledge.

Adult Life Cycle Development Early Adulthood:Bravado, romance, and the pursuit of dreams Young Adulthood:Search for status, comfort, and happiness in work, family, and friends Middle Adulthood:Some disillusionment, reflection, and reordering of priorities Later Adulthood:Taking stock of life achievements; giving back; career wind down Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

Adults As Learners Also critical to understanding the precepts of supervision is being able to link knowledge of adult transition events and adult role development with the practice of supervision. Therefore, adult learners should be aware of transition events in their lives, the relationships between various life roles, the role of gender in adult development, and the role of race and ethnicity in adult development. EDL 678: Strategic Supervision and Leadership Copyright © Allyn & Bacon 2009

Transition Events Sometimes called life events, critical events, or marker events Willis and Baltes (1980) Typology: Normative age-graded events Normative history-graded events Nonnormative events Neugarten (1977): “on-time” vs. “off-time” events Neugarten, B. L. 1977. Personality and aging. In J.E. Birren and K.W. Schaie (Eds.), Handbook of the psychology of aging. New York: Van Nostrand Reinhold. Willis, S.L., & Bates, P.B. 1980. Intelligence in adulthood and aging: Contemporary issues. In L.W. Poon (Ed.), Aging in the 1980s: Psychological issues. Washington DC: American Psychological Association. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

The Role of Gender in Adult Development Gilligan (1982) challenged Kohlberg’s model of moral development, suggesting that, unlike men, who base moral decisions on an ethic of justice, women base moral decisions on an ethic of caring. Caffarella and Olson (1993) discuss four themes in the research on women’s development: – The centrality of relationships – The importance and interplay of social roles – The dominance of role discontinuities and change – The diversity of experience across age cohorts Caffarella, R.S., & Olson, S.K. 1993. Psychosocial development of women: A critical review of the literature. Adult Education Quarterly 43(3): 125-151. Gilligan, C. 1982. In a different voice. Cambridge, MA: Harvard University Press. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

The Role of Race and Ethnicity in Adult Development Individuals from white ethnic groups typically experience learning that is grounded in their own cultural norms. They may struggle with or resist learning in less familiar multicultural environments. Persons from non-dominant cultural groups often have to learn to be at least bicultural in their learning if they are to succeed in “mainstream” learning environments. Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership

The Coast of Great Britain Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership How is the measurement of the coast of Great Britain a mirror of the role of “human judgment” in educational matters (as presented on pages 90-91 of the text).

Beliefs About Education 1. In the best of all worlds, which of the following teachers described in Chapter 5 would you teach like? Joan Simpson: control, content, mastery Bill Washington: growth/inquiry, engage, problem solve Pat Rogers: differentiation, holistic, student control 2. If a group of “outside” observers watched you teach over a period of time, which of the following teachers would they say you taught like? Joan Simpson Bill Washington Pat Rogers 3. If your answer to question 2 was different than your answer to question 1, why do you think the answers were different? Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Take some time to discuss these questions in your Cohort Group.

Copyright © Allyn & Bacon 2009 Supervisory Beliefs If you had to chose just one, which of the supervisors described in Chapter 5 would you wish to have as your supervisor? Why was the supervisor you selected your first choice? Bob Reynolds: effective instruction, remedial assistance Jon White: mutual inquiry, mutual problem solving, shared responsibility Shawn Moore: teacher reflection, autonomy, openess, trust EDL 678: Strategic Supervision and Leadership Take some time to discuss these questions in your Cohort Group.

Connecting Supervision and Educational Philosophy Essentialism: encompassed in idealism and realism. Knowledge is eternal and outside of humankind. There is a body of timeless knowledge. An essentialist supervisor teaches truths about teaching in a mechanical manner. Experimentalism: the belief in a scientific method approach. Reality is what works. Form a hypothesis, test it, find it to work and it is true. Repeats of the same truth become(s) reality. The experimentalist supervisor views school as a laboratory for working with teachers to test old hypotheses and create new ones. The supervisor favors exploratory learning. Existentialism: beyond the individual exists only chaos. Human dignity and worth are of greatest importance they are the dispensor of all truth. An existential supervisor provides the environment that allows the teacher to explore his/her own physical and mental capabilities. The supervisor only helps when needed. EDL 678: Strategic Supervision and Leadership The chart on the following page provides a comparative illustration of the connections between educational philosophy and supervision.

EssentialismExperimentalExistentialism View of reality (knowledge, truth, morality) Exists outside human, absolute, unchanging Reality is what works; it is tentative, constantly changing Individual is source of all reality; individual defines reality How to learn about reality Train the mind to think rationally Interact with environment; experiment Engage in self- discovery; create meaning Application to Supervision Supervisor is expert; mechanistically transmits instructional knowledge to teacher Supervisor works democratically with teachers to test old hypotheses and try new ones Supervisor facilitates teacher exploration and autonomous decision making Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Educational PhilosophyDecision-Making ResponsibilitySupervisory Belief EssentialismSupervisor high, teacher lowDirective ExperimentalismSupervisor equal, teacher equalCollaborative ExistentialismSupervisor low, teacher highNondirective Connecting Supervision and Educational Philosophy

Effects of Culture on Beliefs Do I have more difficulty working with some cultural groups than others? If so, why? How congruent are my espoused beliefs and actions when working with cultural groups different from my own? How does my cultural background influence my expectations of and interactions with parents? How does my cultural background contribute to my perceptions of effective teaching? How does my cultural background affect my expectations of students in general? My expectations of different student groups? Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership EDL 678: Strategic Supervision and Leadership Culture may play a role in developing one’s personal beliefs that ultimately affect supervisory behavior. As a check point in cultural belief awareness, answering the following questions may provide further guidance in understanding cultural beliefs more fully.

Cultural Effects on a School How does the dominant culture inform our goals as a school? How do other cultures contribute to our goals? How is the dominant culture represented in our curriculum, including textbooks and curriculum materials? Are other cultures reflected positively in our curriculum? How do our cultural beliefs affect the way students are grouped and placed in various programs in our school? How do our cultural beliefs affect the school’s disciplinary practices? How do our cultural beliefs affect the way we assess student learning? How do our cultural beliefs affect the way we interact with our students’ families? Copyright © Allyn & Bacon 2009 EDL 678: Strategic Supervision and Leadership Culture beliefs may effect supervisory behavior in terms of linking beliefs to determining educational action to be taken with reference to goal setting, curriculum development, disciplinary practices, assessment and community interaction. The following questions can serve as a guideline for reviewing cultural effects on a school. Take some time to discuss these questions in your Cohort Group

The “DREAM DISTRICT PROJECT” EDL 678: Strategic Supervision and Leadership You should be progressing aggressively toward completion of the “Dream School District Project.” Dream team meetings should be scheduled on a regular basis.

Lightning Round Supervisory Philosophy Platform Impromptu Effective Schools Adult Learners The HYBRID Course What philosophy would you ascribe to your immediate supervisor? How do you think adults/teachers learn best? How did you feel about the practically applied “Platform” Impromptu? Given your knowledge of educational research, describe an “effective school” in 2012. How are you managing the work for this “pilot” HYBRID course? EDL 678: Strategic Supervision and Leadership Questions to Stimulate Reflective Practice...

See You For Session #3 EDL 678: Strategic Supervision and Leadership

HYBRID EDL 678 Strategic Supervision and Leadership Online Class Session #2 Week of May 27 – 31, 2013 Topic: Analyzing Teaching Mediocrity Through the.

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HYBRID EDL 678 Strategic Supervision and Leadership Online Class Session #2 Week of May 27 – 31, 2013 Topic: Analyzing Teaching Mediocrity Through the.

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Presentation on theme: "HYBRID EDL 678 Strategic Supervision and Leadership Online Class Session #2 Week of May 27 – 31, 2013 Topic: Analyzing Teaching Mediocrity Through the."— Presentation transcript:

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