university supervisor 101 - stockton university · •praxis core or equivalent •2.75 gpa (3.0 as...
TRANSCRIPT
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University Supervisor 101For the novice or
beginning supervisorPresented by: Norma Boakes, Program Coordinator
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First, a little reflection….
Below are the major items that as a supervisor you have to deal with as part of your role….
• Collaborating w/school partners
• Timing and pacing of observations
• Written feedback and scoring
• Navigating the paperwork
• Coaching/mentoring the student teacher
If you had to rank them from easiest to most challenging, what order would they be in and why?
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Gateway
• Gateway to NJ Teaching Profession (0 credits)
• Praxis Core or Equivalent
• 2.75 GPA (3.0 as of 9/15)
Intro
• Practices & Techniques (4 credits)
• Introductory Fieldwork (80 hours, 2 credits)
• Literacy Development (elem only- 3 credits)
Intermediate
• Curriculum & Methods (4 credits)
• Intermediate Fieldwork (80 hours, 2 credits)
• Methods LAL & Math (elem- each 2 credit courses)
• Reading in the Content Area (3 credits)
Student
Teaching
• Student Teaching
• Student Teaching Seminar
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What should be in a student’s teaching toolkit…
• Knowledge of instructional models• Exposure to various assessment strategies• Experience teaching lessons (small and whole group)• Varied grade level experience• Methods of teaching linked to certification area• Concept of differentiation and adapting instruction
for diverse learners• Familiarity with Danielson Framework and rating
system
A student’s tools are only as good as the investment made in learning them!
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Working with the Student Teacher
• Communicating regularly
• Arranging visits
• Reviewing lessons before visits
• Observing teaching
• Regular conferencing on progress
• Advising and coaching on good practices
• Encouraging self reflection & goal setting
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Working with the Mentor Teacher
• Acclimating to Taskstream & evaluation structure
• Regular conversation during visits to gauge student progress
• Coordinating visits to classroom
• Addressing concerns raised
• Tracking and reviewing cooperating teacher observations
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Your best guide to get you started….
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http://tinyurl.com/TEDUSupervisor
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The Evaluation Process in a Nutshell
In your handbook
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Capturing student teacher’s abilities
College supervisor
• Meet & Greet
• 3 formal observations
• Midterm evaluation (after 3rd visit)
• 3 formal observations
• Final evaluation (after 6th visit)
Mentor teacher
• 2 formal observations
• Midterm evaluation
• 2 formal observations
• Final evaluation
Student teacher
• 3 lesson plans & post-reflections
• 3 lesson plans & post-reflections
• SGO (done as part of seminar course)
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Importance of Student Teaching Performance Data
• Serves as evidence of student teacher performance
• Mirrors typical teacher evaluation process
• Key element of program accreditation
Forms and evaluations are more than just paperwork. They serve as an important program assessment tool!
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Evaluating your student teacher
A free PDF version can be found at the Danielson Group website!
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Getting acclimated to Danielson Framework
In your assigned groups, review your assigned domain. Read enough to be able to:
• Offer a general description of what the Domain entails
• What each of the “components” are
• What you might use to evaluate this domain as a supervisor
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• In Lesson Plans – description of students, instructional objectives, assessments, activating, cognitive, and summarizing strategies, materials, and potential misunderstandings
• Lessons based on current best practice • Methods of assessing each goal found in pre-planning
Domain 1: Planning and Preparationa. Demonstrating knowledge of content
and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments
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• Teacher establishes relationships with each student• Teacher encourages students to take intellectual risks and be creative• Nature of the interactions and tone of conversations with and among
students reflect they are interested in and value learning and hard work.• Evidence in the classroom – teacher explains, re-teaches and implements
procedures• “Withitness” is apparent in that the teacher is always aware or what is going
on and uses this awareness to influence student behavior through redirection and proximity
• Rules are clearly and consistently applied (no favoritism is evident) • Materials are accessible; teaching aids, boards, charts, projectors,
computers are skillfully positioned and utilized• Spaces for reading, quiet and noisy activities are provided
Domain 2: The Classroom Environmenta. Creating an environment of respect and
rapportb. Establishing a culture for learningc. Managing classroom proceduresd. Managing student behaviore. Organizing physical space
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• Language is audible, legible; correct usage, spelling, etc. is apparent• Teacher carefully chooses words, using rich vocabulary for students to model• Questions engage students in an exploration of content, are not rapid fire, low level,
recitation of facts• Teacher stays on topic, uses follow-up, rephrases and applies what students contribute or
pose• Teacher promotes problem-solving; permits choice, encourages depth-find patterns, tests
hypotheses, requires thought; is relevant and authentic• Teachers uses of examples and metaphors that illustrate new learning; teacher connects
with student knowledge, interests and culture• Effective feedback that is specific, descriptive, understandable; ……• Comments give students info needed to adjust what they are doing and get better at it or
solve a problem; it provides time to think and reflect; performance is related to standards• Change provides for needs specific learners (visual, auditory, slower, brighter, etc.)• Teacher abandons lesson all together or coordinates with a spontaneous event
Domain 3: Instructiona. Communicating with studentsb. Using questioning and discussion
techniquesc. Engaging students in learningd. Using assessment in instructione. Demonstrating flexibility and
responsiveness
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• Look at how paperwork is maintained, i.e. worksheets, tests, records of “homeroom” tasks, permission slips, lunch, classroom inventories and reports.
• Is open-minded and willing to adopt new approaches• Sets long-term goals and takes responsibility for own professional
growth
Domain 4: Professional Responsibilitiesa. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional Communitye. Growing and developing professionallyf. Demonstrating professionalism
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SupvObservation
1
SupvObservation
2
SupvObservation
3
Mentor TObservation
1
Mentor TObservation
2
Midterm Eval
SupvObservation
4
SupvObservation
5
SupvObservation
6
Mentor TObservation
3
Mentor TObservation
4
Final Eval
Quantitative & qualitative
Quantitative & qualitative
qualitative
qualitative
Meet & Greet
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Danielson in Student Teaching
It’s in the observations you do
The evaluations at mid- and end of experience
And in the mentoring & guidance along the way!
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Documenting performance
Don’t worry! Short video tutorials will show you how this works!
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Observation Process
Observation
Post-conference
Pre-conference
As part of your role as supervisor, you will follow a process at each visit to support your student teacher’s development as you observe.
You will also want to keep me in the
loop along the way!
Mentor Teacher
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Steps and the documentation of an observation
• STEP 1- Pre-conference
– Lesson posted on Taskstream is reviewed before observation
– You provide feedback on this lesson within Taskstream
– This, along with any conversation prior to observation, serves as evidence of Domain 1
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A quick look at Stockton’s lesson plan format….
Take a moment to review the lesson sample. Pay particular attention to:
• Various sections
• Kind of detail provided
• Formatting and structure
A good lesson is one that reflects a student’s capabilities in Domain 1!
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A few lesson plan reminders
• Students have spent TWO semesters mastering this skill• TEDU emphasizes the importance of thorough planning• These lessons are considered “exemplars” and should
showcase their ability in Domain 1 • These lessons are not the “realistic” ones that teachers
write and there’s a good reason why.• A thorough lesson should leave you with very few questions
to ask!• *Provide feedback using Taskstream to help guide and
further develop lessons• All formally observed lessons (mentor or for you) should be
using this format!
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• STEP 2- Observation– Observe the student
teacher delivering the lesson
– Script what you see focusing on elements of Danielson
– Write summary statements for Domains 2 & 3 on the observation form based on evidence collected
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• STEP 3- Post-conference– Meet with student teacher
and mentor teacher to discuss what was observed
– Discuss all items relevant to Domain 4
– Complete rest of formal observation form and submit to student via Taskstream
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Observations should….
• Be specific focusing on strengths and areas for improvement
• Be directly tied to observation or evidence• Include “Danielson words” to help identify
performance level w/o giving a score• Build on the previous observations, noting any growth
or lack of growth since last observation made• Link clearly to the midterm and final evaluations.
Observational comments form a PATTERN. (ie. It should be clear WHY a student gets a 1 or 2 at the time of summative evaluation by reading previous comments)
• **Consider mentor teacher input
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Sample University Supervisor Observation Forms
Two samples are provided to give you a feel for how you might approach documentation for observations. • Compare and contrast the two formats.• Consider how well it conveys performance of the
student teacher.• Can you find strengths and/or areas for growth
indicated?• Is there anything you can do during or prior to
your visit to make sure you get all the information you need?
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Pacing and Tips
• Keep track of visit dates including date to submit lesson plan
• At each observation, look for a different component(s) of Danielson
• Review Danielson rubric before visits to refresh what you are looking for
• If in doubt, ask us!
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SupvObservation
1
SupvObservation
2
SupvObservation
3
Mentor TObservation
1
Mentor TObservation
2
Midterm Eval
SupvObservation
4
SupvObservation
5
SupvObservation
6
Mentor TObservation
3
Mentor TObservation
4
Final Eval
Quantitative & qualitative
Quantitative & qualitative
qualitative
qualitative
Meet & Greet
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Practicing observations
https://www.youtube.com/watch?v=jzq-kuyhiqs
If time!
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Mentor Teacher Observation Form
The mentor teacher will also complete formal observations of the student teacher. However the format and structure is a little different. Review the sample provided….
• What is the difference between theirs and yours?
• Why do you think that is? • How can you ensure mentor teacher
input is captured beyond their observations?
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Midterm & Final Evaluation
• Serve as a summative review of all work completed up to that point.
• Reflects all formal observations completed (yours & the mentor teacher)
• Provides level of performance using Danielson Framework rubric…– 1 unsatisfactory (I like “developing”)
– 2 basic
– 3 proficient
• Indicates strengths and areas for growth
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Hey! These can help determine level of
performance!
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What can you do during formal
observations to help with this summative
evaluation?
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*Students must submit lessons to begin your documentation of formal observation!
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Looking at lesson plans…
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*Same look as supervisor*Teacher-friendly evals vs qualitative version*And again….students must submit lessons to start observation evaluation!
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Take a moment to discuss your role as a university supervisor. Be ready to comment on:
• Key tasks you complete
• Collaborating that’s likely to take place
• Something you gleaned from today’s training
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What if there are issues?
• Seek advice from us
– Me- evaluation & Danielson
– Assistant Dean (Pam Vaughan, soon to be John Gray)- difficulties w/student teachers
– Jeanne DelColle- coop teacher concerns, Taskstream, and logistics of term
– Other supervisors!
• Tell us early if the student is struggling