1. Supplemental Text Project Kenn Ward EDL 678 Dr. Pfennig June 2013

2. Foundational Principle of Supervision “the purpose of supervision should be the enhancement of teachers’ pedagocial skills, with the ultimate goal of enhancing student achievement” Research has shown that student achievement in classes with effective teaching is better than the student achievement in classrooms with less skilled teaching. Supervision that develops expertise.

3. Former belief was expertise could not be developed. Through education and practice this could increase performance with the appropriate motivation and desire as well. Five conditions that must be met for districts to develop teacher expertise: 1.Formative knowledge base for teaching 2.Focused feedback and practice 3.Opportunities to observe and discuss expertise 4.Clear criteria and a plan for success 5.Recognition of expertise Nature of Expertise

4. This is the first step for development. There are FOUR domains that fall under this model. 1.Classroom strategies and behaviors (41 elements) 2.Planning and preparing (8 elements) 3.Reflecting on teaching (5 elements) 4.Collegiality and professionalism (6 elements) Each of these domains have subcategories which makes this model resemble the Danielson model Knowledge Base for Teaching

5. Within domain one are segments: Routine, Content, Segments that are enacted on the spot Routine: Communicating Learning Goals, Tracking Student Progress, and Celebrating Success Establishing or maintaining Classroom rules and procedures Content: Introducing New Content Practicing and Deepening Knowledge Generating and Testing Hypotheses (Applying Knowledge) Segments That are Enacted on the Spot Increasing Student Engagement Recognize and acknowledge adherence or lack thereof to rules and procedures Establishing and maintaining effective relationships with students Communicating high expectations for every student Domain 1: Classroom strategies and behaviors

6. Three general categories for this domain. 1.Lessons and Units 2.Use of Materials and Technology 3.Special Needs of Students ESL Special Education Coming from homes that offer little support for schooling Domain 2: Planning and Preparing

7. There are two categories within this domain. 1.Evaluating personal performance 2.Developing and implementing a professional development plan Domain 3: Reflecting on Teaching

8. There are three categories within this domain. 1.Promoting a positive environment 2.Promoting exchange of ideas and strategies 3.Promoting district and school development Domain 4: Collegiality and Professionalism

9. Domain 1 should be the target for the focused feedback and practice. Level of Performance: Innovating, Applying, Developing, Beginning and Not Using Providing Focused Feedback: Teacher Self-Rating, Walkthroughs, Observations, Cueing Teaching, and Student Surveys The Process of Focused Practice: Three phases of development; Cognitive, Shaping, and Autonomous **Focused Practice will be a progression through these phases and the scores associated with them Focused Feedback and Practice

10. Teachers MUST have opportunities to observe and discuss expertise. *Need sources other than themselves* Five methods to observe and discuss effective teaching: 1.Instructional Rounds – similar to medical rounds 2.Expert Coaches – this will encompass mentoring, consulting, and coaching 3.Expert Videos – videos demonstrating the elements in Domain 1 4.Teacher-Led Professional Development – conduct the professional development 5.Virtual Communities – discussion boards available to consult outside the district Opportunities to Observe and Discuss Expertise

11. Two categories in determining success: 1.Classroom strategies and behaviors Tracking Progress 2.Value-added student achievement (in classroom) Types of Assessment: Knowledge Gain, Residual Scores, and Student Self-Report Professional Growth and Development Plans ** Area of need identified, Goal established, Action taken to address need, Results are taken after a period, If satisfactory then continue plan, if not satisfactory then adjustments are made and plan reinstates. Clear Criteria and a Plan for Success

12. The last element that a district must do if teacher development is to occur. Evaluations are not effective in most districts since teacher effectiveness is not measured, recorded, or used to base decisions in meaningful ways. **Teachers are aware of this fact as well.** Progress in Teacher Evaluation Teacher Advancement Program (TAP) National Board of Professional Teaching Standards (NBPTS) ** both of these processes mirror the recommendations of the book New Perspective on Teacher Evaluation Teacher supervision and evaluation serves to enhance teacher effectiveness. This is to recognize the progression of development towards expertise. Recognizing Expertise

13. Do NOT recommend a hasty implementation. First Step: Incorporate the elements from Domain 1 into the district’s classrooms (year one) Second Step: Emphasize the use of instructional rounds (clearly indicate that these are NOT to evaluate the teachers) Have staff score themselves on knowing the elements (this is for the staff to know not the supervisors since this is to develop collaboration of ideas and learning from peers) (year two) Third Step: Formalize the process of supervision and evaluation (other domains are brought in and teachers begin professional development plans process) (year three) Where Does a District Begin?

14. No Framework will meet every districts’ needs therefore adaptations are suggested. Do NOT wait for all members to be comfortable with the idea of change The hope is to inspire and motivate the supervisors and administrators that hold the power within the districts to make the move to change immediately Seizing the Moment

15. More Information and Resources Effective Supervision: Supporting the Art and Science of Teaching By; Robert J. Marzano, Tony Frontier, and David Livingston ASCD Alexandria, Virginia Copyright 2011