1 / 18

Supervisor Training

Supervisor Training. PEER Centers April/May 2014. Agenda. Role of the Supervisor Approaches to Supervision Observation Approach Observation Instruments Rubric Checklists and other instruments Conferencing Coaching. Role of the Supervisor. Informant. Good Role Model/ Good Teacher.

ishmael-benjamin
Télécharger la présentation

Supervisor Training

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. Supervisor Training PEER Centers April/May 2014 April/May 2014

  2. Agenda • Role of the Supervisor • Approaches to Supervision • Observation Approach • Observation Instruments • Rubric • Checklists and other instruments • Conferencing • Coaching April/May 2014

  3. Role of the Supervisor Informant Good Role Model/ Good Teacher Coach Observer Evaluator April/May 2014

  4. Approaches to Supervision • Judgmental Supervision • Supervisor 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 Supervision • Assessment 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? • The supervisor elicits self-evaluative comments from the teacher. • The supervisor assesses a teacher based on progress made from one lesson to another. • The supervisor knows that there is only one right way to do things in a classroom. • The supervisor involves the teacher in analyzing the lesson. • The supervisor feels that his or her main role is to give advice and information. • The supervisor bases his or her judgment on teacher performance within one lesson. April/May 2014

  6. Stages of Teacher Development April/May 2014 -Thornton (1998)

  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 Approach • Three Stage Model • Pre-lesson session • Shared 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 observation • Observer focuses on target purpose for the observation • Collects data using rubric or check sheet • Feedback session • Teacher and observer examine data collected • Observer provides feedback • Creates a plan for improvement/change April/May 2014

  9. The Feedback Session Supervisor meets with teacher before lesson Teacher Plans Lesson Supervisor helps teacher reflect on lesson and set priorities for change Teacher reflects on lesson Teacher teaches lesson Supervisor observes lesson and collects data April/May 2014

  10. Observation Instrument Samples April/May 2014

  11. Observation Rubric April/May 2014

  12. Checklists vs. Rubrics • Advantages • Disadvantages April/ May 2014

  13. Giving Constructive Feedback • The Pre-Lesson Conference • The Observation • The Post-Lesson Discussion The 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 Advice Learning 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. 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. Framework for Feedback 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. Make a Chart or Outline describing what you will write in the report. • How is that different from what you said to the teacher? Giving Written Feedback 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! April/May 2014

More Related