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EDAD 516CURRICULUM AND INSTRUCTIONAL LEADERSHIP
(SUPERVISION)
Washington State UniversityPuyallup Campus
Fall Semester 2014
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“LET’S PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN
MAKE FOR OUR CHILDREN”-SITTING BULL
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
QUICK WRITE:
What do you know and or believe about leadership and the supervision
of instruction?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
THE BLUEBERRY STORY:
What does this story cause you to think about?
What are the messages for you as a leader?
How might you use this story with your “classroom”?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
COURSE SYLLABUS:
Norms Goals, Outcomes, and Assessments Purpose WCEAP Common Performance Task Guide:
Standards 2A and 2B Course Objectives Course Assignments Expectations for completion/grading
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP
Theoretical framework Broader look at supervision Built on a clinical model
GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP
SuperVision: A New Name for a New Paradigm Supervision and Moral Purpose
”Democratic Spirit” Prerequisites: (Figure 1.2)
Knowledge Interpersonal skills Technical skills
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING
Foundation in intrinsic motivation
Cultural relevancy Grounded in inquiry-based
practices
GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING
Who gets left behind? Interrupting deficit thinking about student potential
“All children ARE learners” Culturally responsive teaching Culturally responsive teaching through the lens of
intrinsic motivation Effective, innovative, and transformative pro dev. Inquiry and action cycles
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING
Planning Ahead... Culture and motivation are inseparable influences
on learning Motivated teachers tend to have motivated
students Transformative learning: learning experiences that
can change beliefs and perspectives of educators Language choice not only represents how we think,
it influences how we think and act.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“The best thing about being sad,” replied Merlin, beginning to puff and blow, “is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder in your veins, you may miss your only love, you may see the world devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then-to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the thing for you.”
T.H. White (1996)Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
FINAL THOUGHTS:
REFLECTIVE PROMPT:
Glickman (p.13) states,” Educators are the primary stewards of the democratic spirit. The total of our efforts is far greater than the particulars of our job.”
Ginsberg reminds us that motivated teachers have motivated learners and that the whole activity of education is ethical and political in nature (p.5). What type of society do we desire? What type of educational environment should
supervision promote in order to move us toward the society we desire?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SEPTEMBER 10, 2014
Welcome
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
READING REVIEW
Glickman: The Norm...Traditional Schools The Dynamic School
Why are traditional schools the way they are? How does this differ from dynamic schools?
Fullan: Choosing the Wrong Drivers for Whole System Reform “The key to system-wide success is to situate the energy
of educators and students as the central driving force.” What are the right drivers, and why are they effective?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GINSBERG: The Motivational Framework for Culturally Responsive Teaching
Silently, think about a time in which you were learning and felt capable, creative, and joyful at the same time:
When did this occur? With whom, where, when, and under what conditions?
Share your experience with a partner:Focus on those conditions that led you to feel creative, capable, and joyful.
Share out and chart as a large group: What does this mean with respect to creating classrooms
or environments in which ALL students feel motivated to learn?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GINSBERG: The Motivational Framework for Culturally Responsive Teaching
In small groups: (Chapter 2) Establishing Inclusion: How do we create or affirm a learning
environment in which we feel respected by and connected to one another?
Developing a Positive Attitude: How do we create or affirm a favorable disposition toward learning through personal relevance and student volition?
Enhancing Meaning: How do we create engaging and challenging learning experiences that include student perspectives and support civic participation?
Engendering Competence: How do we create or affirm an understanding that students have effectively learned something they value and perceive as authentic to the real world?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
The Motivational Framework for Culturally Relevant Teaching*The Motivational Framework for Culturally Relevant Teaching*
Attitude
Choice and
Personal Relevance
Attitude
Choice and
Personal Relevance
Inclusion
Respect and
Connectedness
Inclusion
Respect and
Connectedness
Competence
Authenticity andEffectiveness
Competence
Authenticity andEffectiveness
Meaning
Challengeand
Engagement
Meaning
Challengeand
Engagement
*Source: Adapted from Ginsberg & Wlodkowski (2009, p. 34).
Routines and rituals are present.Respectful learning and interactions occur.Students are comfortable.The teacher treats all students respectfully and fairly.Students’ lives and cultures are represented.
Classes are taught with students’ experiences, concerns, or interests in mind.Students make choices related to learning that include experiences, needs, values, and strengths.Students are able to voice their opinions.
There are clear criteria for success.Grading policies are fair to all.Performances and demonstrations have real-world connections.Assessment takes into account students’ perspective; there are multiple ways to reach standards.
Student participation is active; they are challenged.Questions go beyond facts and encourage different points of view.The teacher builds on what students know.The teacher respectfully encourages high-quality responses.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SHADOWING STUDENTS TO STIMULATE AND ENRICH TEACHER (AND LEADER) KNOWLEDGE
Moving beyond traditional walk-throughs... Deeper look at schooling through the eyes of a single
student Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the school
Gain insight & perspective on a student’s experience of being in school
Ideas for instructional and school improvement Implications for leaders at all levels of the system as
willing adult learnersAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
INSIGHTS AND IMPLICATIONS FOR LEADERSHIP:
TRIADS:
As you think about shadowing a student, what do you want to learn and why? (This will help you define your inquiry question)
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
PROJECTING AHEAD:
Skype Interview with Margery Ginsberg: What questions do you have for her regarding the
Motivational Framework, Culturally Responsive Teaching, and/or Shadowing a Student?
Facilitator? Reread/Deep Read: Chapter 3 Work Session: Planning the shadowing experience
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SUMMARY:
Drivers: leading with accountability is not the best way to get accountability, let alone whole system reform.
Intrinsic motivation, instructional improvement teamwork, and “allness” are crucial elements of whole system reform.
Motivation is foundational to learning; students who feel unsafe, unconnected, and disrespected are often unmotivated to learn.
A strengths-focused orientation to teaching and learning is foundational to student success within and across demographically diverse student groups.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
REFLECTIVE PROMPT(THIS WILL BE POSTED TO THE BLOG)
Given your experience with schools and schooling, what is resonating with you thus far? What are you wrestling with?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLOSURE:“This is the value of the teacher, who looks at a face and says there’s something behind that
and I want to reach that person, I want to influence that person, I want to encourage
that person, I want to enrich, I want to call out that person who is behind that face, behind
that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me.”
-Maya AngelouAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SEPTEMBER 17, 2014
Welcome Video Conference with Margery Ginsberg Quick Reading Review
In Yassir’s Shoes Sam Palmer The Farah Case Example
Work Session: Preparing for the Shadowing Experience Video (part deux)
Post Shadowing Reflection and Write Up Wrap Up
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SHADOWING STUDENTS TO STIMULATE AND ENRICH TEACHER (AND LEADER) KNOWLEDGE
Moving beyond traditional walk-throughs... Deeper look at schooling through the eyes of a single
student Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the school
Gain insight & perspective on a student’s experience of being in school
Ideas for instructional and school improvement Implications for leaders at all levels of the system as
willing adult learnersAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
AS YOU THINK ABOUT YOUR INQUIRY QUESTION…
While shadowing will not dismantle the complicated infrastructure of educational systems, it CAN illuminate problems of everyday practice that re within the spheres of influence of many educators.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
WORK SESSION
RECAP
Sharing out of plans Pulling all the pieces together What questions or concerns remain?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“The road was new to me, as roads always are, going back”
-Sarah Orne Jewett (2009) in Ginsberg
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SEPTEMBER 24, 2014
Theme:Static vs. DynamicConcept of “Inertia”
How does adult learning fit with this?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CHECKING IN:
Do Kids Really Want to Learn?
Progress, problem-solving, and check in on Shadowing
What about those Puyallup Intern meetings?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
THE MOVE TOWARD IMPROVEMENT AND CHANGE:
DYNAMIC SCHOOLS
Shared Leadership Cause beyond Oneself Professional Development
Positive Learning Climate Authentic Curriculum,
Instruction, and Assessment Democratic (Inclusive)
Inquiry Culturally Responsive
Partnership and Networks
Adult Learning
Collaboration
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SMALL GROUPEach group summarize one of the following research studies regarding adult
learning and development
Andragogy Self-Directed Learning (SDL) Transformational Learning Experience and Learning Holistic Stage Theories Life Cycle and Transition Socio-Cultural: Role of Race and Ethnicity
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
ADULT LEARNING AND DEVELOPMENT:
Discussion: Why is it important for a supervisor (principal or program
administrator) to know about adult learning and development?
What are the most important things for you as a supervisor (principal or program administrator) to know about adult learning and development?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
TEACHERS AS ADULT LEARNERS:
Fullan:“Many decisions about the kinds of educational innovations introduced in school districts are biased, poorly thought out, and unconnected to the stated purposes of education.”
Glickman:“Many supervisors treat teachers as if they were all the same, rather than as individuals in various stages of adult growth.”
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Mezirow (2000) and Brookfield (2009)...In order to learn and grow, teachers need to participate in a continuous cycle of collaborative activity and reflection on that activity and the need to develop the powers of critical thinking.
Drago-Severson (2004, 2007, 2009) “Pillar Practices” Encouraging teaming and partnering within and outside of
school Fostering teacher-leadership Promoting inquiry Mentoring
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
ADULTS AS LEARNERS:
Figure 4.1 Implications for Instructional Supervision, 1-11
Standards for Professional Learning
How do these concepts align with your experiences?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
FINAL THOUGHT:
Glickman:“Teacher or adult development is not monolithic, linear, or eternal. The research on developmental stages provides lenses for viewing teachers individually and collectively as to their current levels of thinking and commitment. Through such lenses we can explore possible interventions to assist teachers individually and collectively to move to higher stages of development.”
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
REFLECTIVE PROMPT:
What ways do you see that knowledge of adult development might be applied in the supervision and professional development of teachers?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Looking Ahead:
Shadowing Reflections and Presentations Chapter 5-Glickman: Reflections on Educational
Beliefs, Teaching, and Supervision Ginsberg: Authentic Roles and Practices for
Culturally Responsive Teaching Focused Write/Draft: Platform of Educational Beliefs
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
OCTOBER 1, 2014
THEME:Reflections
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
STUDENT SHADOWING REFLECTIONS
Sharing in triads: 15 minutes for each presentation
10 minutes for presentation/5 minutes for questions Set the context by giving some background to
your student: Classes visited, informal interactions, etc. What was your inquiry question? What did your data suggest? Where are the opportunities for improvement?
Wrap Up What are the implications for your leadership?Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
LARGE GROUP SHARING
Shadowing a Student:
Insights and implications for leadership practice
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“Although theory enhances the durability of professional learning, imagination guides its
implementation to connect the dots between students, curriculum, instruction, the school
environment—and a continuous sense of opportunity”
(Fullan, 1993; Liu 2004, in Ginsberg 2011)
This approach to adult learning allows teachers to examine and construct new learning and teaching methods rather than to simply implement prescribed ideas about “good instruction.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
REFLECTIONS…GLICKMAN
Chapter 5: Reflections on Educational Beliefs, Teaching, and Supervision
Sergiovanni:“What is needed is some firm footing in principle…With a clearly defined platform, they can begin to take a position relative to educational practices, looking beyond the surface behavior to probe for the real consequences of a variety of school practices.”
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
INSTRUCTIONAL GOALS AND EFFECTIVE TEACHING:
Page 81:If the goal is…
Contextual: Particular instructional goals Local learning environment Individual students
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
EXPERT TEACHING:
No single set of steps teachers can use to deliver effective lessons.
HOWEVER…Number of qualities possessed by expert teachers:
Expert teachers…
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CULTURALLY RESPONSIVE TEACHING:
“Where you stand depends on where you sit…”
Identifying and critiquing cultural assumptions: p. 95
BELIEFS ABOUT EDUCATION:
Glickman-page 85Guiding questions 1-10
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
SUPERVISORY BELIEFS:
Glickman-pp. 86-87Guiding Questions 1-8
SCENARIO’S:
Read 5.1
Read 5.2
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Why is understanding differences so important to beliefs?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
FOCUSED WRITING:
What are some “planks” you would definitely include in your supervisory platform?
Guiding Questions:Beliefs-p. 85/ 1-10Supervision-p. 86-87/ 1-8
LOOKING AHEAD:
Clinical Supervision Model Practice Teachers willing to support you in this work?
Glickman: Chapter 6
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
WRAP UP:
“…Whatever other factors that also suppress achievement-poverty, social isolation, poor
preparation-can be substantially overcome in a schooling atmosphere that reduces racial
and other vulnerabilities, not through unrelenting niceness or ferocious
regimentation, but by WISENESS, by seeing value and acting on it.”
-Claude Steele
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
OCTOBER 8, 2014
THEME:Interpersonal Skills of Supervision
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
EXPERT TEACHING:
REVIEW:No single set of steps teachers can use to deliver effective lessons.
HOWEVER…Number of qualities possessed by expert teachers:
Expert teachers…
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLINICAL SUPERVISION MODEL:
GOALTeacher reflection of practice, facilitated by non-directive supervision.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
DEFINITIONS:
Morris Cogan: “Viewed clinical supervision as a vehicle for developing professional and responsible teachers, who were capable of analyzing their own performance, who were open to change and assistance from others, and above all, self-directing.”
-PajakAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
DEFINITIONS:
“Clinical supervision may be defined as supervision focused upon the improvement of instruction by means of systematic cycles of planning, observation, and intellectual analysis of actual teaching performances in the interest of rational modifications”
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
THE PRINCIPAL IS KEY:
SERGIOVANNI “Improving schools by (principals)
helping teachers… To reflect on their practice, To learn more about what they do and why, To strive for self-improvement, To share what they know with others, and To strive to improve practice is the heart of what
supervision seeks to accomplish.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
PARADIGM SHIFT:
It is not what the teacher does, but rather, what the learner knows and is able to do as a result of the learning environment created by the teacher.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLINICAL OBSERVATION PROCESS:
Pre-conference Identify the purpose and focus for the observation
Classroom Observation Data Collection (descriptions and Interpretations)
Analysis of data Determination of post-conference approach
Post-conference Follow up plan
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
PURPOSEFUL SUPERVISORY BEHAVIORS: Listening Clarifying Encouraging Reflecting Presenting Problem-solving Negotiating Directing Standardizing Reinforcing
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
GUIDELINES FOR OBSERVATIONS: Engage teachers in reflective thinking and discussion.
Discuss the protocol. Observation instruments should provide teachers
with information about their instruction and student learning. Collaborate with the teacher on tool or technique to be used.
Describe what occurred, interpret what it means. Separate the interpretation from the description
Describe behavior, be specific in description d Don’t interpret behavior
AND…avoid drawing conclusions based on one observation
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLINICAL SUPERVISION PRACTICE:
Template
Exemplar for reference
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLINICAL SUPERVISION PRACTICE:
WORKING IN TEAMSSuccess at the Core View the video:
Inquiry-based Discussion Examine the support materials:
Instructional PlanTeacher CommentaryAnalysis Questions: Student Work
Collaboratively complete the Clinical Supervision Template 1 example from each team
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
LOOKING AHEAD:
Reading: Glickman Chapters 7-8
Submit 2 clinical observations1. Collaborative practice from your group2. Practice with a colleague using the exemplar as a point of reference
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“There is always room for improvement.
In fact, it is the biggest room in our school.”
October 15, 2014:
THEMES: Learning from each other and our shared
experiences; preparing ourselves for the role of learning-focused leader.
Understanding the connections between leadership for instructional improvement and lesson analysis.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
COLLABORATION WITH PSD INTERNS
AWSP LEADERSHIP FRAMEWORK:Criterion 1: Creating a Culture
Sharing our schools’ learning communities. Sharing new learning from the first sixty
days of our internship experiences.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
COLLABORATION WITH PSD INTERNS
AWSP LEADERSHIP FRAMEWORK:Criterion 5: Improving Instruction
Lesson Analysis and Instructional Feedback Guest Speaker: Maija Thiel
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CONTINUATION OF CLINICAL SUPERVISION
Clinical Observation 2 Peer Feedback
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
LOOKING AHEAD:
Reading: Scan Glickman Chapters 7-8 Handout: Important Points to
Remember Revise Clinical Observation 2 based on
feedback from your peer. Complete Observation 3 based on
classroom observation with a peer.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
“There is always room for improvement.
In fact, it is the biggest room in our school.”
October 22, 2014:
THEMES: Learning from each other and our shared
experiences; preparing ourselves for the role of learning-focused leader.
Developing expertise.
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CHECKING IN WITH ONE ANOTHER:
Shadowing, Wiggins, Lisa K. What’s Ben been up to lately? Others?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
CLINICAL SUPERVISION MODEL:
If the goal is…Teacher reflection of practice, facilitated by non-directive supervision.
When would these supervisory approaches apply?
Directive ControlDirective InformationalCollaborative
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Strategies?
BUILDING EXPERTISE:
In teams of 3: Presentation of “your classroom” Sharing of clinical observation 4 Concerns you have Questioning/clarifying Specific feedback for learning
What insight will you take into your next observation?
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
Revisiting Maija’s Presentation
AWSP LEADERSHIP FRAMEWORK:Criterion 5: Improving Instruction
Lesson Analysis and Instructional Feedback Tools available on the PSD site
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014
PROJECTING AHEAD
Leading for Instructional Improvement: Fink and Markholt
IntroductionPart One: Making the Case for Instructional Expertise
Continuing with Clinicals…
Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District
EDAD 516 WSU-PuyallupFall, 2014