2Workshop ObjectiveThis workshop will focus on roles and responsibilities of Middle Managers:Vice principalHeads of departmentGrade coordinatorsSenior teachersMonitoring the teaching and learning practices of teachers in schools.
3Until we can manage TIME, we can manage nothing else.—Peter F. Drucker (1954)
4IntroductionNo single individual is more important to initiate and sustain improvement in students’ performance than the instructional leader.The instructional leader must create a culture that fosters learning and including all stakeholders in the learning process.
5Instructional LeaderMaintain high visibility, interact daily with teachers and students to establish and maintain rapport.Forging meaningful relationship is important in fostering the developmental needs for teachers, students and staff.
6Middle Managers in Education Vice Principals in charge of ProgrammesAcademic focus (Teaching & Learning)Department HeadsGrade CoordinatorsSenior TeachersPlan and conduct lessonsBehaviour ManagementClassroom ManagementTeacher Appraisal
7Questions to ConsiderWhat do you look for when you’re appraising teachers?How should the teacher planning tied into student achievement as it relates to obtaining the national goals?You want your teachers to reach the children, how do your teachers do it?How will you assess to see if this is being accomplishment?What evidence will you use?
8Types of Instructional Observation Awareness/Focus Walk (Teacher Professionalism)Professional DevelopmentInstructional Strategies (Teaching Skills)Successful Teaching StrategiesMonitoring Progress (Teaching Skills)Student AssessmentContent Knowledge (Teacher Professionalism)Knowledge of subject matter
9Awareness/Focus Walk Instructional Strategies Differentiation--Discussion, Demonstration, ModelingContent KnowledgeConnects new ideas, skills, and concepts to previous or future learningMonitoring ProgressQuestions are interspersed throughout the lesson
10Instructional Strategies Middle Managers must monitor each teacher to see if they:Created a lesson planStart class on timeCommunicate lesson objective to studentsCreates a climate conducive to the learning processEstablish rituals and routinesMaximise instructional timeClose out the lesson
11Monitoring Progress (Assessment) The systematic observation and evaluation of studentperformance:Appropriate tasks (quizzes, tests, homework, etc.) are assigned to check for understanding and masteryTeacher quietly conferences with individual students about their workTeacher checks for understanding using two way communication methods
12Assessment vs. Grading continuous process provides feedback to improve student achievementmay be formative or summativeprovides a means of collecting evidence of student mastery of the content standardsprovides a photo album of student progress through which we can observe a student’s growtha means of assigning numerical or alphabetical grade to a student’s workmay be formative or summativeoften represented as an averagemay not represent an adequate picture of a student’s growth or progress toward the learning goals12
13Characteristics of Exemplary Assessment Emphasizes learning process as well as productRequires active construction of meaningAssesses interdisciplinary and cross disciplinary skillsHelps students self monitorGives specific expectations for studentsEmphasizes the application and use of knowledgeHas meaning and relevance to studentsEmphasizes complex skillsMakes standards public and known in advance13
14Content Knowledge Expound on topic of discussion Builds for transfer by using familiar events or experiences to link learning to real lifeActivates prior knowledge to introduce conceptsPoints out similarities to strengthen learning and differences to avoid confusion
15Monitoring Instruction Cont’d Check weekly lesson plans to ensure the curriculum is being coveredMiddle managers conduct “Focus Walks” and create PD around those walksDaily classroom observations using Successful Teaching PracticesUpon arriving in a class, see if the lesson objective is written on the boardListen to the questions/interactions between teacher and students
16Standard ExerciseTeachers are committed to children in their care and effectively manage diversity to promote inclusiveness in the learning process.What are some of those performance indicators do you look for to demonstrate teacher commitment?
17The Process of Instructional Planning Traditional PracticeSelect a topic from the curriculumDesign instructional activitiesDesign and give an assessmentGive grade or feedbackMove onto new topicStandards-based PracticeSelect standards from among those students need to knowDesign an assessment through which students will have an opportunity to demonstrate those thingsDecide what opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learnUse data from assessment to give feedback, reteach or move to next level
18Teacher AppraisalThe responsibility to evaluate teachers does NOT rest solely with their administrators.Teachers themselves have a responsibility to evaluate their own practiceMany are seeking innovative ways to reflect on their teaching (middle managers need to encourage this type of innovation)
19Teacher Performance Appraisal Part OnePlanning for Student Learning (PSL)Teaching for Student Learning (TSL)Creating Classroom Environment for Student Learning (ESL)
20Teacher Performance Appraisal Cont’d Part TwoPersonal Characteristics (PC)Professional Development (PD)Interpersonal Skills (IS)
21Teacher Performance Appraisal Cont’d Part ThreeLeadership and Management (LM)
22Guiding Principles of Teaching Standards Teachers know the subject(s) that they teachTeachers know how to teach the subject(s) for which they are responsibleTeachers are committed to children in their care and effectively manage diversity to promote inclusiveness in the learning processTeachers sharpen their professional skillsTeachers interact with parents and the communityTeachers conduct themselves in a manner that will uplift the profession
23Questions for YouHow do you know that your teachers really know their students?What are some of the indicators that you look for to show that the teacher knows his/her class?How do you explain a situation where a teachers has been appraised as an A or B, but the students are D and E…how do you explain that?