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SuperVision for Successful Schools R. Martin Reardon’s summary of Chapter 1 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12.

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Presentation on theme: "SuperVision for Successful Schools R. Martin Reardon’s summary of Chapter 1 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12."— Presentation transcript:

1 SuperVision for Successful Schools R. Martin Reardon’s summary of Chapter 1 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12

2 Session 2: 7 slides2 Three schools… Finnie Tyler High School  1200 students; low/middle class; urban  Students seem happy & uninhibited  Teachers joke with students; easy social environment in faculty lounge  Friday afternoon “Pizza Council”  Most teaching lecture-style; some variation  Same textbooks for subject; freedom to choose teaching style  Classes seldom start on time; students achievement not up to potential  “We have ideal situation. I wouldn’t want to teach anyplace else.” How common is this scenario?

3 Session 2: 7 slides3 Second of three schools Germando Elementary  600 students; wealthy; suburban  Students quiet but restless; desks all in rows  Teachers don’t use faculty lounge  Teaching all “from the front”  Not only same textbooks; everyone teaching from same page  Principal hands down entire curriculum; requires weekly lesson plans; frequent classroom visits (every 2 weeks)  “Teaching is a job.” “Principal’s rules are to be followed.”  Resistance is futile—forced resignation of dissenter How common is this scenario? To what extent are the differences between Finnie Tyler & Germando a product of the different levels (high v elementary), and the context (middle v upper)?

4 Session 2: 7 slides4 Effective Instructional Supervision? Progress Middle School  Classsroom environments work oriented; warm; supportive  Teachers in lounge involved in discussion of interdisciplinary teaching unit; brainstorming alternative teaching & assessment strategies, and how these relate to unit theme  Quite a range of teaching styles; students engaged in active learning  School Leadership Council (teachers) considering action research proposals from faculty liaison groups: to improve teaching & learning Germando: Conventional Finnie Tyler: Congenial Progress: Collegial  Driven by covenant of learning—mission, vision, goals  Charter for schoolwide democratic decision-making  Critical study process for informing decisions TPS: How would you classify your school?

5 Session 2: 7 slides5 A New Paradigm A shift away from conventional & congenial to collegial supervision  Collegial, not hierarchical  Supervision as the province of teachers & S  Focus on teacher growth, not compliance  Focus on teacher collaboration in instructional improvement  Focus on teacher reflective inquiry VCU SOE Conceptual Schema  “Teacher as Reflective Practitioner” Old Paradigm: Control  Ingersoll (2003): the flight from education of both new and experienced educators is due to the external control of teachers’ work lives

6 Session 2: 7 slides6 Metaphor for Success Supervision = Leadership for the improvement of instruction

7 Session 2: 7 slides7 Conceptual Schema 13: Assessing & Planning 14: Observing 15: Research & Evaluation


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