1. Supervisor Training PEER Centers April/May 2014 1

2. Agenda Role of the Supervisor Approaches to Supervision Observation Approach Observation Instruments Rubric Checklists and other instruments Conferencing Coaching April/May 2014 2

3. Role of the Supervisor Good Role Model/ Good Teacher Informant Observer Coach Evaluator April/May 2014 3

4. Approaches to Supervision Judgmental Supervision Supervisor decides the right way to do things. Supervisor’s role is to speak rather than listen to the teacher. Focus on teacher weakness. - Gebhard (1990) Developmental Supervision Assessment based on progress from lesson to lesson. Build on teacher strengths. Listen to teacher views. Suggest alternatives rather than 1 solution. April/May 2014 4

5. Judgmental or Developmental? 1. The supervisor elicits self-evaluative comments from the teacher. 2. The supervisor assesses a teacher based on progress made from one lesson to another. 3. The supervisor knows that there is only one right way to do things in a classroom. 4. The supervisor involves the teacher in analyzing the lesson. 5. The supervisor feels that his or her main role is to give advice and information. 6. The supervisor bases his or her judgment on teacher performance within one lesson. April/May 2014 5

6. Stages of Teacher Development StageBehavior NoviceFocus on classroom survival by acquiring individual techniques. Short term planning and very detailed. Advanced Beginner Teachers have acquired classroom routines they apply automatically. Looking for new ways to make teaching more interesting. CompetentTeachers begin to focus on improving student performance/learning. ProficientTeachers have an intuitive grasp of how to organize learning experiences based on a variety of variables effecting their day. ExpertAble to anticipate classroom events rather than react to them. Teaching becomes effortless and fluid, planning with a more flexible attitude. -Thornton (1998) April/May 2014 6

7. Why do you observe teachers? Guide class instruction practices aligned with effective student learning. Document effective teaching practice and student learning. Provide professional development and individual mentoring/coaching to teachers. Required by…. Other …. April/May 2014 7

8. Observation Approach Three Stage Model Pre-lesson session Shared understanding of the purpose of the observation To put the teacher at ease Find out teacher’s plan for the lesson Find out about any unusual circumstances Classroom observation Observer focuses on target purpose for the observation Collects data using rubric or check sheet Feedback session Teacher and observer examine data collected Observer provides feedback Creates a plan for improvement/change April/May 2014 8

9. The Feedback Session April/May 2014 9 Teacher Plans Lesson Teacher teaches lesson Teacher reflects on lesson Supervisor meets with teacher before lesson Supervisor observes lesson and collects data Supervisor helps teacher reflect on lesson and set priorities for change

10. Observation Instrument Samples April/May 2014 10

11. April/May 2014 11 Observation Rubric

12. Checklists vs. Rubrics Advantages Disadvantages April/May 2014 12

13. Giving Constructive Feedback 1. The Pre-Lesson Conference 2. The Observation 3. The Post-Lesson Discussion The teacher and supervisor evaluate what has been done and work together to set priorities for the future. Discuss the findings from the rubric or the checklist will keep the information organized and increase effectiveness. April/May 2014 13

14. Scaffold Advice Learning takes place through interaction with a more knowledgeable other but will not take place until the learner is ready. - Vygotsky Scaffold the advice Think about whether the teacher is ready to accept the advice (developmentally) The supervisor provides advice just above the level of the teacher (novice/competent/expe rt ) April/May 2014 14

15. Framework for Feedback Start by finding out how the teacher feels about the lesson. Encourage the teacher to talk about strengths. Add your perceptions. Ask the teacher to identify what could be done differently/alternatively. Decide together what the teacher should work on for the future. Stage 1: General Open Question Stage 2: Strengths of Teaching – Encourage the teacher to talk about strengths of the lesson. Stage 3: Strengths of Teaching – Supervisor comments on the strengths of the lesson. Stage 4: Possible Improvements- first ask teachers what they would improve Stage 5: Other possibilities – Teachers only suggest what they know, supervisor expands potential strategies. Stage 6: Plans for the future. April/May 2014 15

16. Giving Written Feedback Make a Chart or Outline describing what you will write in the report. How is that different from what you said to the teacher? Discuss in groups: Audience for the feedback: Teacher Principal Ministry Other Purpose of the written feedback? Regular Evaluation Special Evaluation – Teacher is having difficulty Career stage of the teacher Other April/May 2014 16

17. What works for you? April/May 2014 17

18. Thank you! April/May 2014 18