Learning-Focused Supervision

Learning-Focused Supervision
Using the Framework for Teaching as a Foundation for Improving Student Learning BridgetDoogan

The Framework for Teaching Charlotte Danielson
Desired Outcomes Encouraging professional learning Recognizing and celebrating good practice Fostering professional collaboration and community Improving student learning by promoting quality teaching The Framework for Teaching Charlotte Danielson

LFS-Copyright 2008-Miravia LLC-All rights reserved
Some key questions What might be some of the best outcomes/hopes/benefits of an effective supervisory process? How can the supervisory process foster continuous learning, and why doesn’t that happen currently? Describe how an experience you had while being supervised had/didn’t have an effect on your actual practice. LFS-Copyright 2008-Miravia LLC-All rights reserved

LFS-Copyright 2008-Miravia LLC-All rights reserved
Driving Forces Shifting From Shifting to • A teaching focus • A learning focus • Teaching as private • Teaching as collaborative practice practice • School improvement as • School improvement as an option a requirement • Accountability • Responsibility Unrelenting focus on student learning---questioning the status quo, innovation and experimentation become the day=to-day way of conducting business, RESULTS in student learning is the constant focus LFS-Copyright 2008-Miravia LLC-All rights reserved

Student Learning We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do; they learn because of what they do. Our challenge, then, is to engage them in intrinsically interesting work that will yield the learning we want. The Danielson Group, 2009

Self-directed, highly performing, professionally satisfied teachers
Self-monitoring Self-managing Self-modifying LFS-Copyright 2008-Miravia LLC-All rights reserved

Effects of Written Reports on Teacher’s Practice
How many hours on average do you spend on a complete “cycle” of teacher evaluation? Estimate the total number of written evals you have done X hours = hours you have devoted What impact has this had on improving teaching practice? Make a T chart to record ideas in a plus and minus column Later, ask them to compare the CEI model tho the list of plus items LFS-Copyright 2008-Miravia LLC-All rights reserved

Three Functions of Supervision
Start the spin, and go to where the plate is wobbly, involves peripheral vision, not sequential, but simultaneous. Gives examples… Sci dept chair helps beg T’s set up labs, also engages in conversations for their goals for this lab, the role of sci in the school, how it changes over the school year A moment of reflectin, a quick regroup.

A CONTINUUM OF LEARNING-FOCUSED INTERACTION
COACH COLLABORATE CONSULT CALIBRATE Information & Analysis LFS-Copyright 2008-Miravia LLC

LFS-Copyright 2008-Miravia LLC
4 Roles in the Continuum Learning Focused Supervision - 4 Roles Discuss examples of activities that reflect each of the four supervision roles in your work LFS-Copyright 2008-Miravia LLC

Coaching Supervisor’s Role Outcome Characteristics Support: Thinking Problem solving Goal clarification Increase expertise in planning, teaching and reflecting on practice. Develops teacher’s internal resources and self-coaching over time. Non judgmental Attends to the emotional and mental processes of the teacher LFS-Copyright 2008-Miravia LLC

Collaborating Supervisor’s Role Outcome Characteristics Co-develop ideas, information and plans with the teacher Co-analyze data samples A set of possible approaches, solutions, plans. Respectful Participatory Collegial LFS-Copyright 2008-Miravia LLC

Consulting Supervisor’s Role Outcome Characteristics Share essential information about learning, learners, curriculum, policy, procedures, standards, effective practices. Share principles of practice and habits of mind. Teachers internalize principles of learning and teaching enabling them to independently generate approaches and solutions Not just compliance. Learning focused Supportive Not just advice or solutions – but promotes the thinking tools for tacking future challenges LFS-Copyright 2008-Miravia LLC

Calibrating Supervisor’s Role Outcome Characteristics Ensure practice calibrates to performance standards and expectations. The process of matching performance to standards. Use of resources for reference – models, exemplars, data. Promote transfer of learning into improved classroom practices that produce positive changes in student actions and outcomes. Clarity on the standards Focus on products, performances, data. (Third point) LFS-Copyright 2008-Miravia LLC

Flawed operating assumptions regarding supervision
That telling a teacher what we think of their teaching will change it That NOT telling them what we think will change it That telling them what to do will cause it to happen That one or few conversations will work That our superstars don’t need real feedback LFS-Copyright 2008-Miravia LLC-All rights reserved

The Research Foundation
The nature of learning: - it is done by the learner - involves active intellectual engagement The nature of student motivation: - the need for human connection - the drive for competence and mastery - the need for autonomy and choice - students’ intellectual curiosity Differing views of human intelligence The Danielson Group, 2009

Reflections and Connections
What is something that is percolating for you as a result of this morning’s experiences? Join new partner, have that conversation. Notice: from the presenter view, you can’t just plunk people into a pair, must think about risk in conversation, create psych safety for comfort in cognitive complexity. So first a brief canversatioo, then move to Read ad Example

The Wisdom of Practice If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.” The Framework for Teaching Charlotte Danielson

Jot your ideas On a post-it paper, jot down 2-3 things you might see or hear in the classroom of an expert teacher. Use one post-it per idea. The Danielson Group 2009

The Domains Domain 1: Planning and Preparation
Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities The Danielson Group 2009

The Framework for Teaching Second Edition
Domain Components Elements Levels of Performance It’s all intertwined. So why list the parts separately? Theater in the round – framework as lights. The Framework for Teaching Charlotte Danielson

Locate your handouts, view side-by-side
Quadrants with components listed Quadrants with narrative descriptions of the Domains The Danielson Group 2009

Sort by Domain Sort your expert teacher ideas by the Domain that best matches each one. Determine if any of your ideas could “live in more than one neighborhood.” The Danielson Group 2009

The Framework for Teaching
Enhancing Professional Practice: A Framework for Teaching Charlotte Danielson, ASCD. The Framework for Teaching Charlotte Danielson

Overview of the Framework
Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Framework developed through a similar process. Ideas collected and clustered into 4 broad areas each subdivided into 5/6 components. The Framework for Teaching Charlotte Danielson

Overview of the Framework
Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Not original. Clarified. Original target new teachers. It’s all intertwined. So why list the parts separately? Why list it separately? Theater in the round – Lesson is the play. framework as lights coming from all directions. Illuminates specific aspects. Framework becomes an analytic tool. The Framework for Teaching Charlotte Danielson

Common Themes Equity Cultural sensitivity High expectations Developmental appropriateness Accommodating individual needs Appropriate use of technology Student Assumption of responsibility Sometimes people ask where is tech/high expectations etc? Not components. Important aspects of teaching. Not what teachers do, but in the manner in which they do what they do. Which ones apply to which and how? They each can be applied to many components. The Framework for Teaching Charlotte Danielson

Common Themes Common themes are important aspects of teaching but are not things that teachers do; they are reflected in the manner in which they do the things they do Every common theme applies to any number of the components in the Framework Not any one of them applies to all, but they all apply to more than 1 The Framework for Teaching Charlotte Danielson

Identifying the Domains
Worksheet 1 Refer to the list on P. 3-4 of the text Indicate the domain to which each statement primarily applies Compare notes with the person sitting next to you The Framework for Teaching Charlotte Danielson

Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism It’s all intertwined. So why list the parts separately? Theater in the round – framework as lights. The Framework for Teaching Charlotte Danielson

A Memorable Moment Consider your long life as a student. Recall an occasion (or a pattern of occasions) that you still remember. The memory can be either positive or negative. What makes this so memorable? Tell your story to one or two people. The Framework for Teaching Charlotte Danielson

A Memorable Moment Is the memory positive or negative? Which domain? Domain 2 — memories that had to do with feelings about self as a person or learner Domain 3 — memories had to do with feelings about the subject We have long memories for these stories. Lest we need reminding… The Framework for Teaching Charlotte Danielson

School Memories + - Domain 2 Domain 3 Other The Framework for Teaching Charlotte Danielson

A Quote from Maya Angelou
“People will forget what you said. People will forget what you did. But they will never forget how you made them feel” Nursery collection anecdote. Read intro. The Framework for Teaching Charlotte Danielson

Domain 2:The Classroom Environment 2a: Creating an Environment of Respect and Rapport Teaching NOT teachers. Teaching is variable One period can be very different than another May can be very different than September One day can be very different from another . Concept of licensing…do no harm. The Framework for Teaching Charlotte Danielson

Levels of Performance Levels of Performance: Unsatisfactory Concept in licensing world is called do no harm pertains to all fields requiring licensure A license is the state's guarantee to the unwitting public that there will be no harm as a consequence of a person's work There is nothing in the licensing procedures that require something be beautiful The Framework for Teaching Charlotte Danielson

Levels of Performance Basic - Performance typical of someone new to the profession Someone who is doing everything for the first time Things don't go as planned Performance is inconsistent It’s on its way to becoming better Car driving analogy. Mentoring…to help move people through this phase as quickly as possible. The Framework for Teaching Charlotte Danielson

Levels of Performance Proficient – Typical of experienced teachers Solid, professional teaching Typical of an experienced teacher who really knows the subject and their students Teacher has a repertoire of strategies and knows what to do when Teacher knows how things work in the school informally The Framework for Teaching Charlotte Danielson

Levels of Performance Distinguished Teacher has managed to create a community of learners in which the students have assumed a lot of responsibility for what happens in the classroom Looks easy The Framework for Teaching Charlotte Danielson

Implications for Use of the Framework
Considerations: Needs to be used flexibly. The quality of our teaching varies in relation to our assignments Value is for reflection, dialogue, analysis, conversation Most likely to yield valuable professional conversations in a light, trusting environment The Framework for Teaching Charlotte Danielson

Domain 2 Activity (Handout 2)
Apply Handout 2 to the component your pair has been assigned: Read the narrative description Read the levels of performance; determine the critical differences between the different levels – if possible, highlight key words Determine a context for your thinking (for example high school science) Create examples of practice for each level of performance, bearing in mind the common themes. The Framework for Teaching Charlotte Danielson

Domain 2 2a: Respect and rapport p. 64 2b: Culture for learning p. 67 2c: Classroom procedures p. 68 2d: Student behavior p. 71 2e: Physical space p. 73 The Framework for Teaching Charlotte Danielson

Reflection on the Levels of Performance
How can you use the levels of performance in your own work? What reservations do you have regarding the levels of performance? What question(s) do you have about the levels of performance? Implications for use of the levels. Avoid rigidity. The Framework for Teaching Charlotte Danielson

Domain 3 - Instruction Domain 3: Instruction 3A Communicating With Students 3B Using Questioning and Discussion Techniques 3C Engaging Students in Learning 3D Using Assessment in Instruction 3E Demonstrating Flexibility and Responsiveness The Framework for Teaching Charlotte Danielson

Component 3c Engaging Students in Learning
If one component can claim to be the most important, it is student engagement. All the rest of the Framework is in the service of student engagement.

Sawyer Educational Consulting, LLC 2008
Nothing happening… “It is possible to have a smoothly functioning, lively classroom where all the students appear happily occupied with worthwhile tasks and yet no mental acts conducive to learning are taking place.” Graham Nuthall, 2005 Sawyer Educational Consulting, LLC 2008

Engaging Activities and Assignments
Emphasize problem-based learning Permit student choice and initiative Encourage depth rather than breadth Require student thinking (apply, analyze, evaluate, create) Offer multiple levels of challenge Designed to be relevant and authentic Sawyer Educational Consulting, LLC 2008

Attributes of Engagement vs. busy or compliant
Teacher purposefully elicits all students to solve a problem, develop a solution, create a tangible product Involves students actively, not passively, “minds-on,” not just “hands-on” (complex mental tasks) Invites students to dialogue without choice to opt out (NOT one at a time) Students work collaboratively Engagement is simultaneous and continuous throughout lesson Sawyer Educational Consulting, LLC 2008

Student Engagement is three-fold: behavioral, emotional, and cognitive
“Engagement includes on-task behavior, but it further highlights the central role of student’s emotion, cognition and voice…When engagement is characterized by the full range of on-task behavior, positive emotions, invested cognition, and personal voice, it functions as the engine for learning and development.” Reeve, J., 2006 Sawyer Educational Consulting, LLC 2008

Recognizing Teacher’s Role in Student Engagement
Teacher is actively engaged in facilitating and providing assistance, feedback, clarification Teacher monitors actively during student seatwork All students, all the time Teacher consistently insists Sawyer Educational Consulting, LLC 2008

Engaging Activities and Assignments
Emphasize problem-based learning Permit student choice and initiative Encourage depth rather than breadth Require student thinking Offer multiple levels of challenge Designed to be relevant and authentic The Framework for Teaching Charlotte Danielson

Watching the Video Clips
As you watch the clip, write the evidence in the appropriate place on the Observation Summary Compare your notes with others looking for the evidence of the same domain; verify that it is evidence and not opinion Highlight words in the levels of performance, as appropriate The Framework for Teaching Charlotte Danielson

Watching for Evidence Actions and statements by teacher or students - questions - indications of engagement Intellectual challenge of activities and assignments Interactions among teachers/students Features of the classroom Note: Evidence is not opinion! The Framework for Teaching Charlotte Danielson

Domain 1 1a: Knowledge of content p. 44 1b: Knowledge of students p. 46 1c: Setting instructional outcomes p. 51 1d: Knowledge of resources p. 53 1e: Designing coherent instruction p. 55 1f: Designing student assessments p. 59 The Framework for Teaching Charlotte Danielson

Types of Curriculum Outcomes
Knowledge - factual - procedural - conceptual understanding Skills - thinking, reasoning - communication (reading, writing, etc.) - motor - collaboration Values and dispositions, e.g. - open-mindedness, fairness LFS-Copyright 2008-Miravia LLC-All rights reserved

Key Questions for Domain 1
Teacher: How do I do this? How do I come to know my students, my subject, and decide on instructional outcomes? Administrator: What evidence would convince me that my teachers know/do this? LFS-Copyright 2008-Miravia LLC-All rights reserved

Domain 1 (for mentors or supervisors)
For the component you have been assigned, read the text, and determine how the skills advance from one level to the next. Next, consider how you would know where a teacher is now. What artifacts or other work would you look at? Lastly, how might you help a teacher move to the next higher level? What would you suggest? LFS-Copyright 2008-Miravia LLC-All rights reserved

Domain 4 Domain 4 – Professional Responsibilities Consider each of the components in domain 4 Discuss the ways which each component is addressed and valued in your setting Lastly, determine how teachers can demonstrate their skill in the component (evidence) The Framework for Teaching Charlotte Danielson

Domain 3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism The Framework for Teaching Charlotte Danielson

Features of The Framework for Teaching
Comprehensive Grounded in research Public Generic Coherent in structure Independent of any particular teaching methodology The Framework for Teaching Charlotte Danielson

Summary of The Framework for Teaching
A research-based definition of good teaching A roadmap to, and for navigating through, the complex territory of teaching A framework for novice-level practitioners, through accomplished teaching The Framework for Teaching Charlotte Danielson

Uses of The Framework for Teaching
Teacher preparation Teacher self-assessment Structuring professional development Mentoring beginning/new teachers Evaluating teacher performance Teacher recruitment and hiring The Framework for Teaching Charlotte Danielson

Mentoring Recruitment And Hiring Supervision Of Student Teachers License Renewal Professional Development Teacher Evaluation Te The Framework for Teaching Charlotte Danielson

(The Framework for Teaching)
GOOD TEACHING (The Framework for Teaching) Mentoring Recruitment And Hiring Supervision Of Student Teachers License Renewal Professional Development Teacher Evaluation Te The Framework for Teaching Charlotte Danielson

(The Framework for Teaching)
GOOD TEACHING (The Framework for Teaching) Mentoring Recruitment And Hiring Self- assessment License Renewal Professional Development Teacher Evaluation Te The Framework for Teaching Charlotte Danielson

Benefits of Any Framework for Teaching
Common language Development of shared understandings Self-assessment and reflection on practice Structured professional conversation The Framework for Teaching Charlotte Danielson

Purposes of Teacher Supervision
Quality Assurance Professional Learning Making the Most of Teacher Evaluation, Charlotte Danielson

Teacher Supervision System
What Evaluative Criteria Levels of Performance Weighting Score Combining Standard Setting How Procedures Instruments Personnel Timelines Due Process Process for Deciding Training for Evaluators Professional Development for Teachers Making the Most of Teacher Evaluation, Charlotte Danielson

A Blueprint for Teacher Supervision
Clear definition of teaching (the “what”) Instruments and procedures that provide evidence of teaching (the “how”) Trained supervisors who can make consistent judgments based on evidence Process for teachers to understand the supervisory criteria Process for making final judgment Making the Most of Teacher Evaluation, Charlotte Danielson

Learning-Focused Supervision

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