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SUPERVISION

SUPERVISION. SUPERVISION. DATA. DATA. DATA. DATA. DATA. Instructional Leadership Development Framework for Data-driven Systems. CULTURE. Learner-Centered. High Expectations. Curriculum/Instruction/ Assessment. Organizational Management. Supervision. QUALITY STUDENT PERFORMANCE.

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SUPERVISION

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  1. SUPERVISION S-1

  2. SUPERVISION DATA DATA DATA DATA DATA Instructional Leadership Development Frameworkfor Data-driven Systems CULTURE Learner-Centered High Expectations Curriculum/Instruction/ Assessment Organizational Management Supervision QUALITY STUDENT PERFORMANCE Communication and Community Partnerships Professional Development Collaborative Continuous Improvement ETHICS AND INTEGRITY S-2

  3. SUPERVISION S-3

  4. SUPERVISION S-4

  5. SUPERVISION S-5

  6. SUPERVISION S-6

  7. 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

  8. 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

  9. 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

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

  11. 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

  12. SUPERVISION Continuous Improvement Process Moves the Campus Toward the Vision Quality Student Performance Where your campus needs to be Where your campus is S-12

  13. SUPERVISION Continuous Improvement Planning Process Data Sources for Data-driven Decision-making Quality Student Performance Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management S-13

  14. SUPERVISION 1. Make informed decisions Key Concepts for Developmental Supervision • Data collection • Data analysis S-14

  15. 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

  16. 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 SUPERVISION S-16

  17. SUPERVISION Key Concepts for Developmental Supervision 2. Provide quality feedback • Informal • Notes • Conversations • Walk-throughs • Formal • Conferences • Documentation S-17

  18. SUPERVISION 3. Provide sustained support Key Concepts for Developmental Supervision • Plan for growth • Professional development S-18

  19. SUPERVISION Pressure Support Instructional Leadership Process Data Collection Ongoing Feedback Sustained Support S-19

  20. SUPERVISION Instructional Leadership Process Data Collection Ongoing Feedback Sustained Support Formative Conference Postobservation Conference Preobservation Conference Summative Conference Dept. / Grade Planning Follow-up Conference Teacher Reflection Campus Planning Third-Party Info. Walk-Throughs Observation Lesson Plans Meetings S-20

  21. 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

  22. SUPERVISION Establishing High Expectations Teacher/Supervisor Conferences/Conversations Observations (Walk-throughs and Formal) Plans and Planning Samples of Student Work Thinking at High Cognitive Levels Open-ended Questions, Analysis Activities Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives S-22

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

  24. 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

  25. SUPERVISION Supervisory Styles Directive Informational Extent of Supervisor Direction Collaborative Directive Control Nondirective Extent of Teacher Self-direction S-25

  26. 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

  27. SUPERVISION Developmental SupervisionProcess for a Formal Observation • Preconference • Data collection: Observation data • Data analysis: Observation data • Plan conference • Conduct conference S-27

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

  29. 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

  30. SUPERVISION Video Clip What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful? S-30

  31. SUPERVISION Comparison of Preconferences Cheryl Kelley Unique to Kelley Commonalities Unique to Cheryl S-31

  32. SUPERVISION Data Collection/Observation Components of data collection: • What is said? • What is happening? S-32

  33. SUPERVISION Data Collection Activity Observe Cheryl teaching.Collect specific data of what is being said and what is happening. S-33

  34. 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

  35. SUPERVISION Data Analysis: Observation Data Nonjudgmental • factual • specific • observable teacher behavior • observable student behavior • objective S-35

  36. 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

  37. SUPERVISION Implications Evidence Strengths: Concerns: Developmental Suggestions: S-37

  38. Reflect on the data. SUPERVISION Plan Postobservation Conference • Identify the objective. • Plan supervisory style/behaviors. • Develop potential questions. S-38

  39. 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

  40. Review/reflect on the lesson. SUPERVISION Conduct the Postobservation Conference • Share/discuss data gathered. • Identify common understandings. • Develop plan of action collaboratively. S-40

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

  42. SUPERVISION Developmental SupervisionProcess for a Formal Observation • Preconference • Data collection: Observation data • Data analysis: Observation plus other • Plan conference • Conduct conference S-42

  43. SUPERVISION Data Collection: Observation Data Components of data collection: • Scripting: What is said? • Describing: What is happening? S-43

  44. SUPERVISION Data Analysis/Application • Did you record some language? • Did you record what was happening? • Are your notes nonjudgmental? S-44

  45. Study the data. Plan supervisory style/behaviors. Identify the objective. Develop potential questions. SUPERVISION Plan Postobservation Conference S-45

  46. Review/reflect on the lesson. Share/discuss data gathered. Identify common understandings. Develop plan of action collaboratively. SUPERVISION Conduct the Postobservation Conference S-46

  47. 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. SUPERVISION Plan Kelley’s Postobservation Conference S-47

  48. 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

  49. SUPERVISION Instructional Leadership Process Data Collection Ongoing Feedback Sustained Support Formative Conference Postobservation Conference Preobservation Conference Summative Conference Dept. / Grade Planning Follow-up Conference Teacher Reflection Campus Planning Third-Party Info. Walk-Throughs Observation Lesson Plans Meetings S-49

  50. 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

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