1 / 31

FORMATIVE SUPERVISION

FORMATIVE SUPERVISION. OBJECTIVE. At the end of this class participants will have a better understanding of the processes of formative supervision and will improve their skills in lesson analysis and post-observation planning. SUPERVISION

srollo
Télécharger la présentation

FORMATIVE 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. FORMATIVE SUPERVISION

  2. OBJECTIVE At the end of this class participants will have a better understanding of the processes of formative supervision and will improve their skills in lesson analysis and post-observation planning.

  3. SUPERVISION To improve instruction to increase the probability of student learning. EVALUATION To assess and improve professional performance. GOALS FOR

  4. 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

  5. Lesson Analysis and Post-Conference Planning

  6. 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.

  7. 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.

  8. II. Pre-conference • Purpose is generally to find out the lesson objectives and planned educational strategies of the teacher.

  9. 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 ?

  10. 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).

  11. III. Observe the Lesson • B. Be unobtrusive as possible - don’t ask questions of kids or teacher

  12. C Data Capture • A record of teacher behavior – • use any or a combination of the following:

  13. C Data Capture • 1. Script Taping - record everything said by the teacher (not the students)

  14. C Data Capture • 2. Time Line – record what is happening at predetermined time interval

  15. C Data Capture • 3. Topical – record examples of Standards, Principles of Learning, teaching Methodologies, etc. as they are observed

  16. IV. Lesson Analysis • A. Label Data Capture in terms of the elements of effective instruction.

  17. 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?

  18. 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.

  19. a. Anticipatory Set b. Motivation c. Active Participation d. Transfer e. Reinforcement f. Retention g. Closure Principles of Learning

  20. C. Circle 1 to 3 items above that in your estimation were most responsible for increasing the probability of student learning.

  21. 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.

  22. 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.

  23. 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.

  24. 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

  25. 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

  26. 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.

  27. 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.

  28. 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.

  29. VI. Conduct the Post-Observation Conference.

  30. VII. Do the next Observation.

More Related