A Support & Supervision Model Joanne Hincks Eileen Paulsen Sharon Rajabi TESL Ontario Conference 2010
Background Developed in Adapted from Teacher Performance Appraisal Manual: Ontario 2002 Based on feedback from instructors & supervisors through survey Field-tested in 03-04
Guiding Principles Atmosphere of professional trust Mutual respect for individual differences Commitment to PD, improvement of instruction, & effective engagement of program sites
A collaborative and reflective approach: - Leads to professional growth - Ensures quality assurance - Builds credibility & accountability measures - Documents issues related to performance Introduction Why Support & Supervision ?
Purpose Identify standards of quality instruction Ensure effective high quality instruction maintained Provide opportunity for reflection, goal setting & self-evaluation Create a basis for dialogue concerning program delivery Provide a model for assistance for poor performance
What is a Collaborative Model ? Supervision for developmental purposes 80% support; 20% supervision Focuses on clear program and learner performance goals
Nurtures best practices from instructors through a process of reflective questioning Recognizes contextual variables that influence instructors’ work (Chamberlain, 2000) Helps instructors think about previous experiences Empowers instructors to articulate their motivations for decision making
Conditions for Achieving Purpose Collaborative rather than prescriptive and evaluative Role of trust in supervisor-teacher relationship Ratio of supervisor talk to teacher talk during post observation conferences
Internal Support and Supervision
Components Support and Supervision of Location Classroom Practice
Location Support and Monitoring Provides support in issues related to program sites Ensures that operations of a location are managed and documented appropriately Ensures that student attendance meets established requirements Checklist for Program Consultant’s Site Visits reviewed
Staff Support and Supervision Provides support in program delivery Visits relate to professional growth and classroom performance Observation and discussion focuses on items on Program Review Worksheet Conducted each year
Performance Appraisal Conducted regularly--frequency by seniority Takes place within 30 days of completion of Program Review Worksheet Consists of Performance Appraisal Review Worksheet and Observation Report Appraisal can meet, exceed or not meet expectations 3 copies-- to instructor, consultant, on file
Does Not Meet Expectations Improvement plan within two weeks Three months support New consultant continues support for two months Observation Report Meets expectations process over
Review Process Review committee meets Instructor placed under review status Second round of support (improvement plan, support—3 months then 2 months) Observation report Meets expectations process over Does not meet expectations process over
External Support and Supervision
C redibility and accountability of the program Service provider does not have the expertise Why re-invent the wheel? Rationale
First external organization My reaction Initial meeting Reaction of instructors Final satisfaction History
Responsibility of the service provider Issues that have an impact on the classroom Location Support and Monitoring
Meeting with the service provider a) Instructor questionnaire b) Service provider questionnaire c) Meeting with instructors External Support and Supervision Process
More flexibility First contract year Plan A components Plan B components Second Contract year Subsequent Contract years Delivery of the Process
Change of lapse time PPAIP Performance Appraisals
Long term supply PD Performance Appraisals Two + Contract years
Instructors’ questionnaire Service provider questionnaire Evaluation
Effective process for both TCDSB and external organizations Support and Supervision Package with training Contact person – Sharon Rajabi Conclusion
Please feel free to ask any questions about the Support and Supervision Package. Q and A
THANK YOU