SUPERVISION

S-1

SUPERVISION Instructional Leadership Development Framework for Data-driven Systems CULTURE Learner-Centered High Expectations Curriculum/Instruction/ Assessment Organizational Management Supervision QUALITY STUDENT PERFORMANCE Collaborative Communication and Community Partnerships Professional Development ETHICS AND INTEGRITY Continuous Improvement

S-2

SUPERVISION

S-3

SUPERVISION

S-4

SUPERVISION

S-5

SUPERVISION

S-6

SUPERVISION Premises

• The purposes of school are teaching and learning.

• Teaching is a skill that can be improved and teachers are at different developmental levels.

• Supervision focuses on assisting, supporting, and collaborating with teachers to enhance their repertoire of skills to improve student performance.

• Professionals have the expertise and the responsibility to help other professionals grow.

S-7

SUPERVISION

“Supervision is assistance for the improvement of instruction. This definition allows supervision to be viewed as a function and process rather than a role or position.” —C. Glickman, S. Gordon, and J.Ross-Gordon

—Supervision of Instruction

S-8

SUPERVISION

“Supervision is not the act of instructing students —that is, teaching—but rather the actions that enable teachers to improve instruction for students.”

—

C. Glickman, S. Gordon, and J.Ross-Gordon

— Supervision of Instruction

S-9

SUPERVISION

• • • Decrease Decisions based on assumptions rather than data Directive leadership A lack of focus on instruction • • Supervisor as expert who knows what is best and how to fix it Little involvement in decisions regarding curriculum/teaching strategies • Increase Data-driven decisions • • Collaborative leadership A focus on the learning of all students • Supervisor as mentor/ facilitator who encourages self-direction among staff • High involvement in decisions that impact student learning S-10

SUPERVISION Objective

1. Understand and apply developmental supervision concepts: • • • • Make informed decisions Provide quality feedback Provide sustained support Identify different developmental levels of teachers 2. Understand and utilize a variety of supervisory tools.

S-11

SUPERVISION Continuous Improvement Process Moves the Campus Toward the Vision

Where your campus is Where your campus needs to be S-12

SUPERVISION

Quality Student Performance

Continuous Improvement Planning Process Data Sources for Data-driven Decision-making

Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management S-13

SUPERVISION Key Concepts for Developmental Supervision

1. Make informed decisions • Data collection • Data analysis S-14

SUPERVISION Data Collection Data Analysis

As a supervisor on a campus, how could you collect data?

What does the data help the supervisor identify?

S-15

SUPERVISION

Data Collection • Walk-throughs • Third-party information • Student data • Meetings • Lesson plans • Observations • Teacher reflections • Notes to parents • Other Data Analysis • Identify strong instructional models, attributes, and strategies • Identify areas of concern S-16

SUPERVISION Key Concepts for Developmental Supervision

2. Provide quality feedback • Informal • Notes • Conversations • Walk-throughs • Formal • Conferences • Documentation S-17

SUPERVISION Key Concepts for Developmental Supervision

3. Provide sustained support • Plan for growth • Professional development S-18

SUPERVISION Instructional Leadership Process

S-19

SUPERVISION Instructional Leadership Process

S-20

SUPERVISION Establishing High Expectations

• Establish high expectations for the presence of each of the four critical elements in each and every classroom.

• Monitor for the implementation of each of these elements. S-21

SUPERVISION Establishing High Expectations

Observations (Walk-throughs and Formal)

Thinking at High Cognitive Levels

Open-ended Questions, Analysis Activities Plans and Planning Samples of Student Work Teacher/ Supervisor Conferences/ Conversations

Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives

S-22

SUPERVISION Supervisory Styles

• Supervisory beliefs inventory • Behaviors with individuals • Directive control • Directive informational • Collaborative • Nondirective • When to use S-23

SUPERVISION Supervisory Styles Jigsaw

1. Number one to four.

2. Read the description that corresponds to your assigned supervisory style.

3. Highlight key ideas for a 3-minute presentation.

S-24

SUPERVISION Supervisory Styles

Extent of Teacher Self-direction S-25

SUPERVISION Discuss at your table:

1) a teacher who would benefit most from non-directive style, 2) a teacher who would benefit most from collaborative style, 3) a teacher who would benefit most from directive informational style, and 4) a teacher who would benefit most from directive control style S-26

SUPERVISION Developmental Supervision Process for a Formal Observation

• Preconference • Data collection: Observation data • Data analysis: Observation data • Plan conference • Conduct conference S-27

SUPERVISION Purpose of a Preconference

• Build a professional collaborative relationship • Develop communication • Discuss the expectations of the observation S-28

SUPERVISION Preconference

• Set the stage • Solicit input from teacher about the class • Planned objective(s) • Demographics • Special needs of students • Targeted area for feedback • Share expectations • Clarify questions and concerns • Discuss logistics S-29

SUPERVISION Video Clip

What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful?

S-30

SUPERVISION Comparison of Preconferences

Cheryl Kelley Unique to Kelley Unique to Cheryl S-31

SUPERVISION Data Collection/Observation

Components of data collection: • What is said?

• What is happening?

S-32

SUPERVISION Data Collection Activity

Observe Cheryl teaching.

Collect specific data of what is being said and what is happening.

S-33

SUPERVISION Data Analysis: Observation Data

• Did you record some language?

• Did you record what was happening?

• Are your notes nonjudgmental? • Do you have evidence of student learning?

S-34

SUPERVISION Data Analysis: Observation Data

Nonjudgmental • factual • specific • observable teacher behavior • observable student behavior • objective S-35

SUPERVISION Data Analysis: Observation Data

• What are some perceived strengths observed? Evidence? • What are your concerns? Evidence?

• What are some potential developmental suggestions?

S-36

SUPERVISION

Strengths:

Evidence

Concerns: Developmental Suggestions:

Implications

S-37

SUPERVISION Plan Postobservation Conference

• Reflect on the data.

• Identify the objective.

• Plan supervisory style/behaviors.

• Develop potential questions.

S-38

SUPERVISION Plan Postobservation Conference

• Study Supervisory Behavior Continuum on pp. H-S-19 –20.

• Identify supervisory behavior of the principal. • Examine behaviors that influence teacher’s actions.

• Identify the teacher’s level of development, expertise, and commitment.

S-39

SUPERVISION Conduct the Postobservation Conference

• Review/reflect on the lesson.

• Share/discuss data gathered.

• Identify common understandings.

• Develop plan of action collaboratively.

S-40

SUPERVISION Activity

• Objective of the conference • Steps observed • Data shared • Principal’s questioning techniques and specific questions asked S-41

SUPERVISION Developmental Supervision Process for a Formal Observation

• Preconference • Data collection: Observation data • Data analysis: Observation plus other • Plan conference • Conduct conference S-42

SUPERVISION Data Collection: Observation Data

Components of data collection: • Scripting: What is said?

• Describing: What is happening?

S-43

SUPERVISION Data Analysis/Application

• Did you record some language?

• Did you record what was happening?

• Are your notes nonjudgmental?

S-44

SUPERVISION Plan Postobservation Conference

• Study the data.

• Plan supervisory style/behaviors.

• Identify the objective.

• Develop potential questions.

S-45

SUPERVISION Conduct the Postobservation Conference

• Review/reflect on the lesson.

• Share/discuss data gathered.

• Identify common understandings.

• Develop plan of action collaboratively.

S-46

SUPERVISION Plan Kelley’s Postobservation Conference

• • • • In your triad, role-play a postobservation conference.

• Person #1: principal • Person #2: teacher • Person #3: observer The principal will use documentation, data, and observation notes to conference with Kelley.

After the conference, the observer will provide feedback on what he/she heard and saw in the conference.

• Observer’s role is nonjudgmental.

• Observer should not offer criticism or suggestions.

The observer moves clockwise to a new group. • Observer becomes the principal.

• Teacher becomes the observer.

• Principal becomes the teacher.

S-47

SUPERVISION Postobservation Conference Video

• What style did the principal use?

• What directives did she give?

• Identify some commonalities between your conferences and the video conference.

S-48

SUPERVISION Instructional Leadership Process

S-49

SUPERVISION Follow-Up Conference

Based upon the directive from the principal to Kelley in the postobservation conference, discuss the follow-up conference to be conducted on Friday.

S-50

SUPERVISION Plan Summative Conference

• What additional data is needed?

• What are your responsibilities between the formal observation and the summative conference?

S-51

SUPERVISION Getting to the Summative Conference

Be prepared to: • Share/discuss data gathered.

• Identify common understandings.

• Discuss future goals and professional development. • Provide ongoing feedback.

S-52

SUPERVISION Self-Assessment/Reflection

• Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement?

S-53

SUPERVISION

“The only way we’re going to get from where we are to where we want to be is through staff development. . . When you talk about school improvement, you’re talking about people improvement. That’s the only way to improve schools.” —Ernest Boyer

—Principal as Staff Developer

S-54

SUPERVISION Instructional Leadership Development Framework for Data-driven Systems CULTURE Learner-Centered High Expectations Curriculum/Instruction/ Assessment Organizational Management Supervision QUALITY STUDENT PERFORMANCE Collaborative Communication and Community Partnerships Professional Development ETHICS AND INTEGRITY Continuous Improvement

S-55