1. Keith Acheson and Meredith Galls Technical Supervision vs. Madeline Hunters Decision Making Half Baked or Fully Baked? A Comparison Copyright Lisa Buck 2006

2. Acheson and Gall need to acquire specific intellectual & behavioral skills to improve instruction. Hunter should be expert diagnosticians: base decisions about instruction on principles derived from science of human learning. Rationale - Teachers…

3. Rationale Supervisors… Acheson and Gall have responsibility to help teachers develop skills- includes ability to analyze instruction using systematic data and to experiment, adapt, and modify the curriculum. Hunter can help teachers by observing them in action and by documenting the presence or absence of research-based cause-and- effect relationships between teacher behavior and student learning.

4. Acheson and Gall …the professional development of teachers, with a special focus on performance in the classroom. The Primary Goal of Clinical Supervision…

5. Acheson and Gall Furnishing teachers with unbiased feedback concerning their instruction. Diagnosing and solving problems related to instruction. Helping teachers to acquire skill in instructional techniques. Evaluating teacher performance for making decisions about promotion & tenure. Helping teachers acquire positive attitudes related to on going professional growth. Goals Clarified

6. The Essence of Teaching … Hunter ….is Decision Making

7. Decision Making Clarified Hunter Decisions are derived from the scientific study of human learning.

8. Process Acheson and Gall Stage 1: Planning conference. Stage 2: Classroom observation. Stage 3: Feedback conference.

9. Process Hunter Phase 1: In-service Phase 2: Observation and script taping Phase 3: Analysis Phase 4: Conference Phase 5. Follow-up

10. Six Conference Types Hunter Type A Instructional Conference Type B Instructional Conference Type C Instructional Conference Type EX Instructional Conference Type E Evaluative Conference

11. Distinguishing Features Acheson and Gall rationalized approach, strives for democratic interaction between teacher & supervisor. objective classroom reality assumed: can be counted, tallied, & measured with variety of techniques for recording classroom observations. supervisors avoid giving teachers direct advice. teachers & supervisors encouraged to develop own individual style within set of parameters. practical compromise between clinical supervision & formal summative evaluation is possible.

12. Distinguishing Features Hunter effective teaching viewed 1 st as a science, then an art. preobservation conference considered unnecessary & even undesirable. supervisor records verbatim transcript of words & behaviors during lesson using method of shorthand called script taping. data analyzed by supervisor - labels patterns of teacher behavior using specific preexisting categories. person who supervises teachers to improve instruction is preferably same person who evaluates them for purposes of tenure and contract renewal.

13. In Summary Acheson and Gall Preference for supervision centers on teachers concerns; is democratic instead of autocratic and is interactive instead of directive.

14. In Summary Hunter The essence of teaching is decision making. Principles of effective teaching that are derived from the scientific study of human learning can be used to guide teachers behavior so that more students learn and all students learn faster. Teaching can become and art form when teachers consciously and deliberately combine specific procedures of diagnosis and decision making with intuition to guide their practice. Furthermore, these principals of teaching can be both taught and learned.

15. Meet the Authors Keith A. Acheson, professor emeritus - University of Oregon B.S., 1948 M.S., 1951, Lewis and Clark Ed.D., 1964, Stanford. (1967)

16. University of Oregon EDUCATION Ph.D., Psychology, University of California at Berkeley, 1968. Ed.M., Developmental Psychology, Harvard School of Education, 1963. A.B., English, Harvard University, 1963 Meet the Authors Meredith Gall

17. Hunter, Madeline Cheek (1916–1994) Entered the University of California, Los Angeles (UCLA), at the age of sixteen. She earned four degrees in psychology and education. In the early 1960s Hunter became principal of the University Elementary School, the laboratory school at UCLA, where she worked under John Goodlad. She left the school in 1982 amidst controversy over her methods, but continued at UCLA as a professor in administration and teacher education. The creator of the Instructional Theory Into Practice (ITIP) teaching model, an inservice/staff development program widely used during the 1970s and 1980s. Meet the Authors