wsu-puyallup edad 516 september 25 class notes

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



“LET’S PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN

MAKE FOR OUR CHILDREN”-SITTING BULL



QUICK WRITE:

What do you know and or believe about leadership and the supervision

of instruction?



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”?



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



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



GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING

Foundation in intrinsic motivation

Cultural relevancy Grounded in inquiry-based

practices


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




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.



“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


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?

SEPTEMBER 10, 2014

Welcome

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?

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?

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?

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.

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 learners

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)

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

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.

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?

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 Angelou

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

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 learners

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.

WORK SESSION

RECAP

Sharing out of plans Pulling all the pieces together What questions or concerns remain?

“The road was new to me, as roads always are, going back”

-Sarah Orne Jewett (2009) in Ginsberg

SEPTEMBER 25, 2014

Theme:Static vs. DynamicConcept of “Inertia”

How does adult learning fit with this?

CHECKING IN:

Do Kids Really Want to Learn?

Progress, problem-solving, and check in on Shadowing

What about those Puyallup Intern meetings?

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

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

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?

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.”

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

ADULTS AS LEARNERS:

Figure 4.1 Implications for Instructional Supervision, 1-11

Standards for Professional Learning

How do these concepts align with your experiences?

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.”

REFLECTIVE PROMPT:

What ways do you see that knowledge of adult development might be applied in the supervision and professional development of teachers?

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