April/May 2014 1

Supervisor TrainingPEER Centers

April/May 2014

April/May 2014 2

AgendaRole of the Supervisor

Approaches to Supervision

Observation Approach

Observation InstrumentsRubricChecklists and other instruments

Conferencing

Coaching

April/May 2014 3

Role of the Supervisor

Good Role Model/Good Teacher

Informant

Observer CoachEvaluator

April/May 2014 4

Approaches to SupervisionJudgmental

SupervisionSupervisor decides

the right way to do things.

Supervisor’s role is to speak rather than listen to the teacher.

Focus on teacher weakness.

- Gebhard (1990)

Developmental SupervisionAssessment based

on progress from lesson to lesson.

Build on teacher strengths.

Listen to teacher views.

Suggest alternatives rather than 1 solution.

April/May 2014 5

Judgmental or Developmental?

1. The supervisor elicits self-evaluative comments from the teacher.

2. The supervisor assesses a teacher based on progress made from one lesson to another.

3. The supervisor knows that there is only one right way to do things in a classroom.

4. The supervisor involves the teacher in analyzing the lesson.

5. The supervisor feels that his or her main role is to give advice and information.

6. The supervisor bases his or her judgment on teacher performance within one lesson.

April/May 2014 6

Stages of Teacher Development

Stage Behavior

Novice Focus on classroom survival by acquiring individual techniques. Short term planning and very detailed.

AdvancedBeginner

Teachers have acquired classroom routines they apply automatically. Looking for new ways to make teaching more interesting.

Competent Teachers begin to focus on improving student performance/learning.

Proficient Teachers have an intuitive grasp of how to organize learning experiences based on a variety of variables effecting their day.

Expert Able to anticipate classroom events rather than react to them. Teaching becomes effortless and fluid, planning with a more flexible attitude.

-Thornton (1998)

April/May 2014 7

Why do you observe teachers?

Guide class instruction practices aligned with effective student learning.

Document effective teaching practice and student learning.

Provide professional development and individual mentoring/coaching to teachers.

Required by….

Other ….

April/May 2014 8

Observation ApproachThree Stage Model

Pre-lesson sessionShared understanding of the purpose of the

observation To put the teacher at ease

Find out teacher’s plan for the lesson Find out about any unusual circumstances

Classroom observationObserver focuses on target purpose for the

observationCollects data using rubric or check sheet

Feedback sessionTeacher and observer examine data collectedObserver provides feedbackCreates a plan for improvement/change

April/May 2014 9

The Feedback Session

Teacher Plans Lesson

Teacher teaches lesson

Teacher reflects on lesson

Supervisor meets with teacher before lesson

Supervisor observes lesson and collects data

Supervisor helps teacher reflect on lesson and set priorities for change

April/May 2014 10

Observation Instrument Samples

April/May 2014 11

Observation Rubric

April/May 2014 12

Checklists vs. RubricsAdvantages

Disadvantages

April/May 2014 13

Giving Constructive Feedback

1. The Pre-Lesson Conference

2. The Observation

3.The Post-Lesson DiscussionThe teacher and supervisor evaluate what has been done and work together to set priorities for the future. Discuss the findings from the rubric or the checklist will keep the information organized and increase effectiveness.

April/May 2014 14

Scaffold AdviceLearning takes place through interaction with a more knowledgeable other but will not take place until the learner is ready. -Vygotsky

Scaffold the advice

Think about whether the teacher is ready to accept the advice (developmentally)

The supervisor provides advice just above the level of the teacher (novice/competent/expert)

April/May 2014 15

Framework for Feedback

Start by finding out how the teacher feels about the lesson.

Encourage the teacher to talk about strengths.

Add your perceptions.

Ask the teacher to identify what could be done differently/alternatively.

Decide together what the teacher should work on for the future.

Stage 1: General Open Question

Stage 2: Strengths of Teaching – Encourage the teacher to talk about strengths of the lesson.

Stage 3: Strengths of Teaching – Supervisor comments on the strengths of the lesson.

Stage 4: Possible Improvements-first ask teachers what they would improve

Stage 5: Other possibilities – Teachers only suggest what they know, supervisor expands potential strategies.

Stage 6: Plans for the future.

April/May 2014 16

Giving Written Feedback

Make a Chart or Outline describing what you will write in the report.

How is that different from what you said to the teacher?

Discuss in groups:• Audience for the feedback:

• Teacher

• Principal

• Ministry

• Other

• Purpose of the written feedback?

• Regular Evaluation

• Special Evaluation – Teacher is having difficulty

• Career stage of the teacher

• Other

April/May 2014 17

What works for you?

April/May 2014 18

Thank you!