Presentation on theme: "South Western School District Differentiated Supervision Plan DRAFT 2010."— Presentation transcript:
South Western School District Differentiated Supervision Plan DRAFT 2010
Our Belief: Supervision in the South Western School District is designed to foster a collaborative teacher/ administrative partnership that Increases student achievement and learning Supports, advances, and stimulates professional growth Promotes reflection Provides meaningful, informational, supportive feedback Ensures scaffolded support Is ongoing and done on a consistent basis
Parts of the Supervision Model Goal setting Selection of a supervision mode (after tenure is attained) Classroom observations for professional growth Non-tenured teachers As an option for tenured teachers Once every four years for tenured teachers As needed to support teachers’ professional growth Walk throughs
Goals should be directly related to one of the district or building level goals. All goals should be SMART goals Strategic and specific Measurable Attainable Results-oriented Time-bound
Modes of Supervision Self-directed development Teacher Portfolio Digital Video Reflection Action Research Peer Collaboration Professional Study Group Teacher Portfolio Action Research Peer Coaching
Teacher Portfolio The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time. Professional Role/Responsibility Identify the portfolio focus area. Decide the portfolio format. Gather artifacts that document/support progress toward the teacher's identified portfolio goal. Write a reflection for each artifact that relates to the portfolio focus area. Present portfolio to desired audience, including the supervising administrator.
Digital Video Reflection The Video Reflection option is a process to self-evaluate planning and preparation, instructional delivery, or classroom environment by analyzing and reflecting on a recorded component of a lesson. Professional Role/Responsibility Identify an instructional focus area to be analyzed. Initiate contact with administrator for direction, resources, and/or support. Develop an action plan to target the identified instructional focus area for improvement. Record instruction 2-4 times during the school year. Following each recording, the teacher will write an analysis and reflection of the observation from the video and how instructional practice in the focus area has improved based on the action plan. Complete an end of year reflection summarizing the findings of your analysis and of the overall process.
Action Research Action Research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Professional Role/Responsibility Identify a problem area in the form of a question. Develop a plan of action, including possible strategies to address the action research question and a timeline. Collect data in order to answer the action research question. Be sure to include multiple perspectives. Analyze the data to identify patterns, insights, and new understandings. Document how these findings impact your practice and/or student learning. Reflect on how the action research will change your classroom practices. The individual or group keeps reflective notes, reference materials (journal articles, Internet links, meeting notes), and other relevant resources to ''narrate" their activities.
Professional Study Group Professional Study Groups offer the opportunity for colleagues to identify an area of focus and/or address a variety of topics to be critically analyzed. This option involves groups meeting regularly and conducting professional conversations through use of various protocols or other clinical methods. To participate in this option, a collaborative group of 3-6 eligible teachers would be necessary. Teachers could be from a common grade level, department, or be interdisciplinary and from multiple grade levels. Professional Role/Responsibility: Groups identify an area of focus and form study group. Topics or area of focus will relate to student achievement and district and/or building goals for the academic year. Groups submit proposal to appropriate administrator. Groups meet regularly (minimum of one time per marking period) to share findings and discuss focus area. Each group member is responsible for facilitating or co-facilitating one session using a predetermined protocol and area of focus. Group keep minutes for each session to be submitted with their final report and shared at the follow-up administrative meeting at the conclusion of the school year. At the conclusion of the academic year, the group meets with their assigned administrator to share their experience and discuss the study group process, and reflect on the process.
Peer Coaching The Peer Coaching option is a process where two or more teachers observe each other's teaching, share in conversations, reflect upon and refine their practice. Their relationship is built on confidentiality and trust in a non threatening, secure environment in which they learn and gain professional insight in order to increase best practices in instruction. Professional Role/Responsibility Review the peer coaching resource materials. Meet with a colleague and generate an action plan. Organize a calendar of events for the peer coaching activities: Pre-conference to discuss the lesson purpose, the classroom dynamics, and focus area; The observations (two per teacher) Post-conference to review the lesson, model new strategies, and collaborate on improvement in focus area Document and reflect on activities conducted.
Classroom Observations for Professional Growth All formal observations for tenured teachers should take place during the first half of the school year. The teacher will provide a written plan that meets building guidelines for lesson planning. Pre-observation A pre-observation conference should be held at least 24 hours and not more than a week prior to the administrative observation. The teacher will complete a pre-observation conference form before the pre-observation conference. Post-observation A post-observation conference should be held within 7 days of the administrative observation. The teacher will complete the post-observation conference form before the post observation conference. The administrator will come to the post-observation conference prepared to discuss commendations and provide at least 2 recommendations based upon the observation. The administrator and teacher will agree upon a plan of action that addresses the recommendations. The administrator will meet with the teacher during the second half of the school year to discuss the success of implementing the plan of action.
Sections of the Observation Write-up Description of the lesson Planning and preparation Classroom Environment Instruction Commendations/Suggestions for Improvement Plan of Action
Planning and Preparation
Classroom Observation Procedures For Non-Tenured Staff Year One: Elementary Schools Elementary Teachers (non-special education teachers): 1 Observation by Assistant Superintendent 1 Observation by Elementary Supervisor 2 Observations by Building Administrators Elementary Special Education Teachers: 1 Observation by Assistant Superintendent 1 Observation by Elementary Supervisor 1 Observation by Building Principal 1 Observation by Director of Special Education Middle School and High School Middle School and High School Teachers (non-special education teachers) 1 Observation by Assistant Superintendent 3 Observations by Building Administrators Middle School and High School Special Education Teachers 1 Observation by Assistant Superintendent 1 Observation by Director of Special Education 2 Observations by Building Administrators
Video Observation Teachers will have a scheduled pre-observation conference with the administrator. Administrator or his/her designee will digitally record the entire lesson. Teacher will review the video independently and complete a video analysis form. If the administrator did not digitally record the lesson, he/she will view and complete a video analysis form. A post-observation conference will be held to discuss the lesson collaboratively. One observation during the second semester will be digitally recorded and viewed by the teacher and a building administrator..
Year Two Elementary Schools Elementary Teachers (non-special education teachers) 1 Observation by Language Arts Supervisor 2 Observations by Building Principals Elementary Special Education Teachers 1 Observation by Language Arts Supervisor 1 Observation by Building Administrator 1 Observation by Director of Special Education Middle School and High School High School and Middle School Teachers (non-language arts teachers) 3 Observations by Building Administrator High School and Middle School Language Arts Teachers 1 Observation by Language Arts Supervisor 2 Observations by Building Administrators
Year Three All Elementary, Middle, and High School Teachers 1 Observation by Building Administrator 1 Observation by Director of Instructional Technology
Walk-Throughs Purpose of the Walk-Through To stimulate collegial conversation about learning and teaching. To promote the use and sharing of best instructional practices. To provide ongoing feedback that fosters continuous growth. To provide higher visibility of administrators with students and teachers. To help administrators have a better understanding of instructional practices being used throughout the school.
Walk-Through Goals First year teachers - at least bi-weekly throughout the first semester. Non-tenured teachers – at least once a month after the first semester of their first year. Tenured teachers - at least once a marking period throughout the school year.