supervisor training
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Supervisor Training. PEER Centers April/May 2014. Agenda. Role of the Supervisor Approaches to Supervision Observation Approach Observation Instruments Rubric Checklists and other instruments Conferencing Coaching. Role of the Supervisor. Informant. Good Role Model/ Good Teacher. - PowerPoint PPT PresentationTRANSCRIPT
April/May 2014 1
Supervisor TrainingPEER Centers
April/May 2014
April/May 2014 2
AgendaRole of the Supervisor
Approaches to Supervision
Observation Approach
Observation InstrumentsRubricChecklists and other instruments
Conferencing
Coaching
April/May 2014 3
Role of the Supervisor
Good Role Model/Good Teacher
Informant
Observer CoachEvaluator
April/May 2014 4
Approaches to SupervisionJudgmental
SupervisionSupervisor 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 SupervisionAssessment based
on progress from lesson to lesson.
Build on teacher strengths.
Listen to teacher views.
Suggest alternatives rather than 1 solution.
April/May 2014 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 6
Stages of Teacher Development
Stage Behavior
Novice Focus on classroom survival by acquiring individual techniques. Short term planning and very detailed.
AdvancedBeginner
Teachers have acquired classroom routines they apply automatically. Looking for new ways to make teaching more interesting.
Competent Teachers begin to focus on improving student performance/learning.
Proficient Teachers have an intuitive grasp of how to organize learning experiences based on a variety of variables effecting their day.
Expert Able 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 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 8
Observation ApproachThree Stage Model
Pre-lesson sessionShared 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 observationObserver focuses on target purpose for the
observationCollects data using rubric or check sheet
Feedback sessionTeacher and observer examine data collectedObserver provides feedbackCreates a plan for improvement/change
April/May 2014 9
The Feedback Session
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
April/May 2014 10
Observation Instrument Samples
April/May 2014 11
Observation Rubric
April/May 2014 12
Checklists vs. RubricsAdvantages
Disadvantages
April/May 2014 13
Giving Constructive Feedback
1. The Pre-Lesson Conference
2. The Observation
3.The Post-Lesson DiscussionThe 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 14
Scaffold AdviceLearning 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/expert)
April/May 2014 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 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 17
What works for you?
April/May 2014 18
Thank you!