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Direct Assistance to Teachers

Direct Assistance to Teachers. R. Martin Reardon’s summary of Chapter 16. Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 227-240. Glickman’s Conceptual Schema (see p. 10). Ch 16. Ch 14: Observing Skills. Ch 16 Direct Assistance to Teachers. Clinical Supervision

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Direct Assistance to Teachers

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  1. Direct Assistance to Teachers R. Martin Reardon’s summary of Chapter 16. Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 227-240

  2. Glickman’s Conceptual Schema (see p. 10) Ch 16 Ch 14: Observing Skills Session 1: 8 slides

  3. Ch 16 Direct Assistance to Teachers • Clinical Supervision • Over 90 % of administrators “know it”? • Developed by Cogan at Harvard in late 60s • Both concept and structure • As concept • A technology for improving instruction (distinct from summative process) • A deliberate intervention into the instructional process • Goal oriented (combines school & personal growth needs) • Assumes professional relationship between S and s • Requires mutual trust • Systematic but flexible • Productive tension between real & ideal • Assumes S knows a great deal about analysis of instruction & learning, & about productive interaction • Requires S receive pre-service and in-service training Session 1: 8 slides

  4. Clinical Supervision: Structure • Preconference a. Determine reason & purpose d. Time of observation b. Focus e. Time of postconference c. Method & form • Observation See Chapter 14: distinction between description & interpretation. • Analyzing & interpreting observation & determining conference approach S studies collected data alone to make sense of data; then develops interpretation(s): see Worksheet on p. 229 Determine interpersonal approach (this will be clearer by Session 9) • Postconference Discuss analysis and plan for improvement: see Worksheet on p. 231 objective, activities, resources, time & date for next preconference • Critique of previous four steps What was valuable? What was of little value? What changes are needed? Both symbolic & functional; S is not immune from need for improvement. Session 1: 8 slides

  5. Clinical Supervision & Teacher Evaluation Compared • C.S. includes but goes beyond formative evaluation • Helps teacher design & implement action plan • C.S. is NOT consistent with summative evaluation, though similar 5-stepprocess might be involved • Some school districts confuse the two • Consider the purpose • The integration of C.S. and Dev. Supervision will be clearer after Session 9 Session 1: 8 slides

  6. Other Forms of Direct Assistance: Peer Coaching • “If S critically needs assistance..” • Minimum of twice a year of Direct Assistance visits per teacher? • Upper limit for S is 9 to 11 teachers? • Teachers naturally help each other • IF focus is improvement, not summative assessment, peers quite capable • DON’T call a staff meeting & announce that it’s happening • Using email is even worse • Purpose: key questions include • Peer assistance or “mentoring”? • Who is expected to primarily benefit: observer or observed? • Common instructional skills or idiosyncratic needs? • Focus on teacher’s teaching or individual student’s behavior • Focus greater awareness & reflection or particular skill implementation • First step, meet to discuss how proposed program fits into school’s & district’s goals, & decide on above questions & any others Session 1: 8 slides

  7. Peer Coaching (ii) • Preparation • Training on purpose & procedures • Preconference as determining focus • Observing & Analyzing as distinct actions • Providing input on S styles (Ch 7 – 12) • Use of standard forms (Ch 14) • 6 hours of training • Follow-up meeting after first cycle • First year: 4 cycles, 2 as coach & 2 as being coached • Based on volunteers; high involvement not necessary • Scheduling • Much more likely if P.C. is not an extra duty • Substitute teacher take occasional class? Administrator? • Some large group activity may provide some time • Troubleshooting • S as source of ideas; resource person • S maintain contact with “coaches;” does not have to be elaborate system Session 1: 8 slides

  8. Other Forms of Direct Assistance: • Demonstration Teaching (Lesson Study) • S or expert peer as guest teacher • Visit to expert peer’s class • Can involve pre- and postconference • Co-teaching • S or expert peer collaborates with teacher to plan, teach & evaluate lesson • Assistance with resources and materials • Individualized—technical mastery & adaptation • Assistance with student assessment • Alternative forms: authentic a., portfolios, “performance” a. … • Problem solving • Based on trust: identification, alternatives, selection, follow-up • Mentoring • Particularly for beginning teachers • Useful for teachers new to building or course Session 1: 8 slides

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