1 / 55

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.

jbarrera
Download Presentation

SUPERVISION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related