Download
1 / 33
330 likes | 357 Views
This article explores the necessity of informing and involving teachers in the observation process for formative supervision in order to improve instruction and enhance student learning. It highlights the pre-observation conference, lesson analysis, and post-observation conference as key components of this supervisory approach.
E N D
Should the teacher be informed that he or she is going to have a class observation?
SUPERVISION To improve instruction to increase the probability of student learning. EVALUATION To assess and improve professional performance. GOALS FOR
Supervision Vs. Evaluation • Improve Instruction Personnel Decisions • Formative Summative • Dialogue Monologue • Expertise of Supervisor Position of Evaluator • Ongoing Terminal • Descriptive Judgmental • Specific General • Supportive Determinative
Educational Leadershipin a Nutshell The human resources leader promotes the self-actualization of teachers by adopting a Theory Y point of view. Teachers are treated as adults not children. They gain satisfaction from being part of a learning culture with the shared goal of improving the achievement of the students. The leader exercises professional and moral authority to insure that change is expansive and not narrowed. He or she recognizes that bureaucratic change is short lived and that professional, cultural, moral and democratic strategies produce deep change that endures.
I. Teacher Notification • This process is to be used with the teacher who can be rated from mediocre to excellent. • The poor to marginal teachers require other interventions.
I. Teacher Notification • The goal of formative supervision is the improvement of instruction. • The teacher, as a willing partner in the process, should always not only be informed of but should agree to the date and time of each observation.
II. Pre-conference • Purpose is generally to find out the lesson objectives and planned educational strategies of the teacher.
II. Pre-conference • Optional – If you can’t figure out the objectives at the start of the lesson, how will the kids? Your time is too valuable to be spent pre-conferencing ?
III. Observe the Lesson • Plan to stay for the whole lesson if this is an initial visit. • (follow-ups to verify corrected teacher behaviors can be shorter).
III. Observe the Lesson • B. Be unobtrusive as possible - don’t ask questions of kids or teacher
C Data Capture • A record of teacher behavior – • use any or a combination of the following:
C Data Capture • 1. Script Taping - record everything said by the teacher (not the students)
C Data Capture • 2. Time Line – record what is happening at predetermined time interval
C Data Capture • 3. Topical – record examples of Standards, Principles of Learning, teaching Methodologies, etc. as they are observed
IV. Lesson Analysis • A. Label Data Capture in terms of the elements of effective instruction.
B. Answer the following questions: • 1. Standards • a. Did the teacher select objectives and instructional activities at the correct level of difficulty for the students? • b. Did the teacher teach to the intended objectives? • c. Did the teacher monitor the learning and adjust the teaching if necessary?
2. Did the teacher correctly use the Principles of Learning? • ( NOTE: An excellent lesson does not necessarily require that all of the Principles be present) Provide documentation from the Data Capture.
a. Anticipatory Set b. Motivation c. Active Participation d. Transfer e. Reinforcement f. Retention g. Closure Principles of Learning
C. Circle 1 to 3 items above that in your estimation were most responsible for increasing the probability of student learning.
D. Circle 1 to 2 items above or note the absence of the items that in your estimation were most responsible for impeding student learning.
V. Planning the Post-Observation Conference • A. Develop a plan for your lesson for one • 1. Write conference objectives in behavioral terms for the one to three items that increased student learning. • 2. Write conference objectives in behavioral terms for the one or two items that impeded student learning.
3. Plan conference introduction • a. Write a statement of greeting that sets a positive feeling tone. (Hi line – feel fine). • b. Plan to review the conference sequence for the teacher.
4. Complete the lesson diagnosis • a. Write an open-ended question that will give the teacher an opportunity to reflect on the instructional skills that promoted student learning. • b. Write a question(s) that narrows the focus to the skill(s) to be reinforced in the conference
Complete the lesson diagnosis • c. Write an open-ended question that will give the teacher an opportunity to reflect on the instructional skills that did not promote student learning. • d. Write a question(s) that narrows the focus to the skill(s) to be taught in the conference
5. Teacher Reinforcement • a. Point out examples of the skill(s) to be reinforced from the Data Capture. • b. Write a statement that recommends the continued use of that skill(s) and explains how its continued use will assist student learning.
6. Teacher Growth • a. Point out examples of the skill(s) to be added or improved from the Data Capture. • b. Write a statement that recommends the use of that skill(s) and explains how its use will assist student learning.
B. Plan the follow-up • 1. Develop a question that assists the teacher in determining how much time is needed for independent practice before your next observation. • 2. Develop a question that decides the time and date of the next observation.
