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SuperVision for Successful Schools

SuperVision for Successful Schools. R. Martin Reardon’s summary of Chapter 1 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12. Three schools…. Finnie Tyler High School 1200 students; low/middle class; urban Students seem happy & uninhibited

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SuperVision for Successful Schools

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  1. SuperVision for Successful Schools R. Martin Reardon’s summary of Chapter 1 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 3-12

  2. Three schools… • Finnie Tyler High School • 1200 students; low/middle class; urban • Students seem happy & uninhibited • Teachers joke with students; easy social environment in faculty lounge • Friday afternoon “Pizza Council” • Most teaching lecture-style; some variation • Same textbooks for subject; freedom to choose teaching style • Classes seldom start on time; students achievement not up to potential • “We have ideal situation. I wouldn’t want to teach anyplace else.” • How common is this scenario? Session 2: 7 slides

  3. Second of three schools • Germando Elementary • 600 students; wealthy; suburban • Students quiet but restless; desks all in rows • Teachers don’t use faculty lounge • Teaching all “from the front” • Not only same textbooks; everyone teaching from same page • Principal hands down entire curriculum; requires weekly lesson plans; frequent classroom visits (every 2 weeks) • “Teaching is a job.” “Principal’s rules are to be followed.” • Resistance is futile—forced resignation of dissenter • How common is this scenario? • To what extent are the differences between Finnie Tyler & Germando a product of the different levels (high v elementary), and the context (middle v upper)? Session 2: 7 slides

  4. Effective Instructional Supervision? • Progress Middle School • Classsroom environments work oriented; warm; supportive • Teachers in lounge involved in discussion of interdisciplinary teaching unit; brainstorming alternative teaching & assessment strategies, and how these relate to unit theme • Quite a range of teaching styles; students engaged in active learning • School Leadership Council (teachers) considering action research proposals from faculty liaison groups: to improve teaching & learning • Germando: Conventional • Finnie Tyler: Congenial • Progress: Collegial • Driven by covenant of learning—mission, vision, goals • Charter for schoolwide democratic decision-making • Critical study process for informing decisions • TPS: How would you classify your school? Session 2: 7 slides

  5. A New Paradigm • A shift away from conventional & congenial to collegial supervision • Collegial, not hierarchical • Supervision as the province of teachers & S • Focus on teacher growth, not compliance • Focus on teacher collaboration in instructional improvement • Focus on teacher reflective inquiry • VCU SOE Conceptual Schema • “Teacher as Reflective Practitioner” • Old Paradigm: Control • Ingersoll (2003): the flight from education of both new and experienced educators is due to the external control of teachers’ work lives Session 2: 7 slides

  6. Metaphor for Success Supervision = Leadership for the improvement of instruction Session 2: 7 slides

  7. Conceptual Schema 13: Assessing & Planning 14: Observing 15: Research & Evaluation Session 2: 7 slides

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