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SUPERVISION
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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
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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.
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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
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SUPERVISION
“Supervision is not the act of instructing students —that is, teaching—but rather the actions that enable teachers to improve instruction for students.”
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C. Glickman, S. Gordon, and J.Ross-Gordon
— Supervision of Instruction
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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.
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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?
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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
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SUPERVISION Instructional Leadership Process
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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
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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.
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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?
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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?
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SUPERVISION Data Collection Activity
Observe Cheryl teaching.
Collect specific data of what is being said and what is happening.
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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?
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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?
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SUPERVISION
Strengths:
Evidence
Concerns: Developmental Suggestions:
Implications
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SUPERVISION Plan Postobservation Conference
• Reflect on the data.
• Identify the objective.
• Plan supervisory style/behaviors.
• Develop potential questions.
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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.
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SUPERVISION Conduct the Postobservation Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.
• Develop plan of action collaboratively.
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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?
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SUPERVISION Data Analysis/Application
• Did you record some language?
• Did you record what was happening?
• Are your notes nonjudgmental?
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SUPERVISION Plan Postobservation Conference
• Study the data.
• Plan supervisory style/behaviors.
• Identify the objective.
• Develop potential questions.
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SUPERVISION Conduct the Postobservation Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.
• Develop plan of action collaboratively.
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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.
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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.
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SUPERVISION Instructional Leadership Process
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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.
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SUPERVISION Plan Summative Conference
• What additional data is needed?
• What are your responsibilities between the formal observation and the summative conference?
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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.
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SUPERVISION Self-Assessment/Reflection
• Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement?
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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
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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
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