1. Effective Management of Teaching and Learning

2. Workshop Objective
This workshop will focus on roles and responsibilities of Middle Managers:
Vice principal
Heads of department
Grade coordinators
Senior teachers
Monitoring the teaching and learning practices of teachers in schools.

3. Until we can manage TIME, we can manage
nothing else.
—Peter F. Drucker (1954)

4. Introduction
No single individual is more important to initiate and sustain improvement in students’ performance than the instructional leader.
The instructional leader must create a culture that fosters learning and including all stakeholders in the learning process.

5. Instructional Leader
Maintain high visibility, interact daily with teachers and students to establish and maintain rapport.
Forging meaningful relationship is important in fostering the developmental needs for teachers, students and staff.

6. Middle Managers in Education
Vice Principals in charge of Programmes
Academic focus (Teaching & Learning)
Department Heads
Grade Coordinators
Senior Teachers
Plan and conduct lessons
Behaviour Management
Classroom Management
Teacher Appraisal

7. Questions to Consider
What do you look for when you’re appraising teachers?
How should the teacher planning tied into student achievement as it relates to obtaining the national goals?
You want your teachers to reach the children, how do your teachers do it?
How will you assess to see if this is being accomplishment?
What evidence will you use?

8. Types of Instructional Observation
Awareness/Focus Walk (Teacher Professionalism)
Professional Development
Instructional Strategies (Teaching Skills)
Successful Teaching Strategies
Monitoring Progress (Teaching Skills)
Student Assessment
Content Knowledge (Teacher Professionalism)
Knowledge of subject matter

9. Awareness/Focus Walk Instructional Strategies
Differentiation--Discussion, Demonstration, Modeling
Content Knowledge
Connects new ideas, skills, and concepts to previous or future learning
Monitoring Progress
Questions are interspersed throughout the lesson

10. Instructional Strategies
Middle Managers must monitor each teacher to see if they:
Created a lesson plan
Start class on time
Communicate lesson objective to students
Creates a climate conducive to the learning process
Establish rituals and routines
Maximise instructional time
Close out the lesson

11. Monitoring Progress (Assessment)
The systematic observation and evaluation of student
performance:
Appropriate tasks (quizzes, tests, homework, etc.) are assigned to check for understanding and mastery
Teacher quietly conferences with individual students about their work
Teacher checks for understanding using two way communication methods

12. Assessment vs. Grading continuous process
provides feedback to improve student achievement
may be formative or summative
provides a means of collecting evidence of student mastery of the content standards
provides a photo album of student progress through which we can observe a student’s growth
a means of assigning numerical or alphabetical grade to a student’s work
may be formative or summative
often represented as an average
may not represent an adequate picture of a student’s growth or progress toward the learning goals 12

13. Characteristics of Exemplary Assessment
Emphasizes learning process as well as product
Requires active construction of meaning
Assesses interdisciplinary and cross disciplinary skills
Helps students self monitor
Gives specific expectations for students
Emphasizes the application and use of knowledge
Has meaning and relevance to students
Emphasizes complex skills
Makes standards public and known in advance 13

14. Content Knowledge Expound on topic of discussion
Builds for transfer by using familiar events or experiences to link learning to real life
Activates prior knowledge to introduce concepts
Points out similarities to strengthen learning and differences to avoid confusion

15. Monitoring Instruction Cont’d
Check weekly lesson plans to ensure the curriculum is being covered
Middle managers conduct “Focus Walks” and create PD around those walks
Daily classroom observations using Successful Teaching Practices
Upon arriving in a class, see if the lesson objective is written on the board
Listen to the questions/interactions between teacher and students

16. Standard Exercise
Teachers are committed to children in their care and effectively manage diversity to promote inclusiveness in the learning process.
What are some of those performance indicators do you look for to demonstrate teacher commitment?

17. The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Standards-based Practice
Select standards from among those students need to know
Design an assessment through which students will have an opportunity to demonstrate those things
Decide what opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn
Use data from assessment to give feedback, reteach or move to next level

18. Teacher Appraisal
The responsibility to evaluate teachers does NOT rest solely with their administrators.
Teachers themselves have a responsibility to evaluate their own practice
Many are seeking innovative ways to reflect on their teaching (middle managers need to encourage this type of innovation)

19. Teacher Performance Appraisal
Part One
Planning for Student Learning (PSL)
Teaching for Student Learning (TSL)
Creating Classroom Environment for Student Learning (ESL)

20. Teacher Performance Appraisal Cont’d
Part Two
Personal Characteristics (PC)
Professional Development (PD)
Interpersonal Skills (IS)

21. Teacher Performance Appraisal Cont’d
Part Three
Leadership and Management (LM)

22. Guiding Principles of Teaching Standards
Teachers know the subject(s) that they teach
Teachers know how to teach the subject(s) for which they are responsible
Teachers are committed to children in their care and effectively manage diversity to promote inclusiveness in the learning process
Teachers sharpen their professional skills
Teachers interact with parents and the community
Teachers conduct themselves in a manner that will uplift the profession

23. Questions for You
How do you know that your teachers really know their students?
What are some of the indicators that you look for to show that the teacher knows his/her class?
How do you explain a situation where a teachers has been appraised as an A or B, but the students are D and E…how do you explain that?

24. QUESTIONS

25. Jamaica Teaching Council
THANK YOU
Dr. Wayne Campbell
Deputy CEO/Registrar
Jamaica Teaching Council
Office
Cell