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Collegial supervision Method, roles and questions Hanne Leth Andersen CBS Learning Lab.

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Presentation on theme: "Collegial supervision Method, roles and questions Hanne Leth Andersen CBS Learning Lab."— Presentation transcript:

1 Collegial supervision Method, roles and questions Hanne Leth Andersen CBS Learning Lab

2 Objective: Development of teaching Point of departure Teaching practice Collegial collaboration Focused observation + dialogue: ”direct supervision”

3 Collegial supervision Focused observation based on the teacher’s own instructions An empathetic and highly structured dialogue Providing the teacher with a more nuanced and constructive understanding of the areas or problems he has chosen to work with

4 Ideals of learning in collegial supervision Importance of dialogue, questions and appreciative approach Active listening, focus on the other (Carl Rogers) Open to change Recognition of own imperfection Edgar Schein –Unfreezing –Change –Refreezing Psychological contract

5 Learning in and through practice Teaching is learned through practice Teaching can be developed through exchange of knowledge and experiences and through reflection on practice forms and values Handal’s colleague supervision

6 Roles and approach Focus person Observer (+ supervisor) Mediator Own choice of focus

7 Focus person Briefly presents the subject of the dialogue Mediator Listens actively to the dynamic process between focus person and supervisor. Responsible for time, describes the movements of the dialogue Supervisor Listens actively, asks questions in an appreciative way, using the answers to investigate further and deeper.

8 Rules Clearly defined theme Appreciative approach Clear feedback Trust (fortrolighed) Time out Good advice is not an option  Small talk  Interruptions  Critique

9 Constructive feedback Respect the other as a person Acknowledge the other’s right to be who he is Show understanding and recocknitin of the orthers feelings and views on the theme Help the other to a better understanding of own strenghts, weaknesses and potentials Let the other learn on own conditions The intention behind your feedback must be to enrich the other!

10 Dialogical supervision No giving advice No instruction No teaching Supervisor does not have the answers A coaching supervision dialogue?

11 A dialogue for evolution and change ”An investigating and unpredictable dialogue where equal partners try to develop the best in each other by formulating questions about each others perspectives, and where new perspectives and possible actions that the dialogue partners did not know beforehand, can be produced between them” Alrø & Kristiansen, 1998

12 The dialogue

13 4 question types ”Dialog 2000” Problem questions Goal questions Relation questions Frame questions

14 Problem questions -> clear up or enlighten the partner’s problem What can I help you with? What exactly is the problem? How often is it there? How do you see it? Can you describe the problem more concretely? Is it about this or about that? Can you give examples of how it manifests itself in everyday life?

15 Goal questions -> clear up what your partner wants to get out of the dialogue Why is this important to you? What do you want to get out of this dialogue? Can you give examples of things you would do differently once the problem is solved? Is the goal your own or something others put up for you?

16 Relation questions -> clear up the mutual relation and expectations What do you expect from me in this dialogue? I expect the following – is that o.k.? I find it hard to feel what you mean when you say... ? What did what I just said do to you? Did you get what you came for?

17 Frame questions -> structure the dialogue and possible follow ups What do you think we should talk about today? How long time do we have? Can we make a plan for this conversation? I would suggest a follow up to these two points – is that o.k. ? Who will contact Y?

18 Process Focus person decides the theme Observer attends teaching, takes notes Supervision dialogue –Focus person starts –Supervisor contributes with observations –Supervisor contributes with questions Feedback –Mediator writes down observations during the dialogue and gives feedback as to its process –The process is evaluated

19 References Andersen, Hanne Leth & Lene Tortzen Bager 2009. Kollegial supervision i gymnasiet, Arbejdspapir fra CFU, Aarhus Universitet. Andersen, Hanne Leth & Louise Søndergaard, 2007. Kollegial supervision på universitetet, Aarhus Universitetsforlag Alrø, Hanne & Marianne Kristiansen 1998. Supervision som dialogisk læreproces, Aalborg Universitetsforlag Dale, Erik Lars 1998: Pædagogik og professionalitet, Klim Handal, Gunnar & Peter Lauvås 2006. Vejledning og praksisteori, Klim. Rogers, Carl. ”The interpersonal relationship. The core of guidance”, Harvard Educational review, 32:4, 416-429 Schein, Edgar 1996. Organizational Culture and Leadership, Jossey-Bass.

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