Techniques of Supervision Winthrop University

1. Techniques of SupervisionWinthrop University Welcome! Techniques of Supervision

2. Introductions Introduce yourself to the person beside you and tell him/her why you are here. Techniques of Supervision

3. Housekeeping • Review of Syllabus • Restrooms • Breaks • Food • Punctuality • Ground Rules Techniques of Supervision

4. SOLO Rubric • Extended Abstract • Relational • Multistructural • Unistructural • Prestructural Techniques of Supervision

5. SOLO Rubric • Extended Abstract • Relational • Multistructural • Unistructural • Prestructural Only Relational and Extended Abstract are acceptable for graduate students. Techniques of Supervision

6. Graduate Conceptual Framework • Leadership • Scholarship • Service Techniques of Supervision

7. Changing Schools Through Changing Leadership • What Successful School Leaders need to know and be able to do • Research from SREB • Commissioned a literature review – Leading School Improvement: What the Research Says • Interviewed Exemplary School Leaders • Convened national, state, university and school leaders • Wrote Preparing a New Breed of School Principal: It’s Time For Action Techniques of Supervision

8. Good Leadership • Do you feel that good leadership is an essential ingredient of high-performing schools and high-achieving students? • Good to Great – Jim Collins • “Good is the enemy of great and that is one of the key reasons few schools ever become great.” Techniques of Supervision

9. Preparing a New Breed of School Principals 13 Characteristics and Behaviors of Wildly Successful Leaders Techniques of Supervision

10. TEACHER LEADERSHIP …process by which teachers , individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. York-Barr & Duke, 2004 Techniques of Supervision

11. Why? Educational change depends on what teachers do and think. It’s as simple and as complex as that. Michael Fullan Techniques of Supervision

12. Focus on Teaching & Learning • _____________________________________________________________________________________ • Improve teacher quality • Advocate for students • Sustain focus on student learning Techniques of Supervision

13. Promote Collaboration • _____________________________________________________________________________________________________ • Distribute leadership among many rather than a few • Diverse leadership styles • Reduce power struggles Techniques of Supervision

14. Organizational Support • __________________________________________________________________________________________ • Better use of limited resources • Retain talented teachers Techniques of Supervision

15. Leadership Principals must disavow themselves of the notion that they must be leader for each person in the school. Instead they entrust and enable all staff to grow meaningful relationships with one another. Gordy Donaldson, 2000 Techniques of Supervision

16. Leadership is about relationships. Techniques of Supervision

17. Icebreaker • This is a community meeting held at 7PM in a school cafeteria. • The community is in an uproar — your high school just received the NCLB Report Card and it isn’t pretty! Techniques of Supervision

18. Icebreaker • Present are: • Principal • Assistant principal • District office curriculum specialist • District office testing specialist • Teachers • Parents • Students from student council • President, local Chamber of Commerce Techniques of Supervision

19. If Only. . . • Student achievement and learning at our school would increase if only. . . Techniques of Supervision

20. High-Expectation Classrooms • More time spent on learning • Clear goals and performance criteria • Belief that all students can do the work • Require students to think and reflect, analyze, synthesize and evaluate • Use a variety of methods and materials • Communicate a joy for learning • Time provided for cooperative work and trying out various learning strategies • A sense of teamwork exists • Learning is connected to children’s lives Techniques of Supervision

21. Low-Expectation Classrooms • More time on discipline, classroom management • Movement is from chapter to chapter – goals aren’t present or are not tied to standards • Emphasis on working quietly, following directions, and using teacher-shown strategies • Fewer opportunities for students to try different learning strategies • Students asked to recall facts, follow simple procedures, answer true/false or matching items • Low-level tasks are common: true/false, etc. • Lack of enthusiasm and optimism • Harder-to-engage students are ignored • Focus on isolated skills Techniques of Supervision

22. What We Know About Classroom Practice • Information gathered from teachers and students surveyed in hundreds of schools throughout the SREB region found that their students, when compared with the rest of the nation: • Were assigned less group or partner work in math; • Were assigned fewer projects in math; • Wrote less about how to solve problems in math; Techniques of Supervision

23. More about Classroom Practice • Believed math is mostly about memorizing facts; • Designed and carried out fewer scientific investigations; • Gave fewer oral reports in science; • Had fewer discussions about material they had read. In short, students were given fewer opportunities to deepen their understanding through application. Techniques of Supervision

24. How We Can Improve • What Kentucky teachers and school leaders said made them able to show consistent improvement in student achievement over six years: • 87% Curriculum more aligned with assessment • 70% Strong school leadership • 70% Faculty working together • 50% Better instruction • 43% Better diagnosis of student needs • 38% Better professional development Techniques of Supervision

25. If Only. . . • Student achievement and learning at our school would increase if only we would. . . Techniques of Supervision

26. Welcome Back • What are we doing for dinner tonight? • Review of Course Orientation – Questions? • Conclude If Only activity • Where are we going? Techniques of Supervision

27. Oliva, Chapter 1Historical Approaches • Chart, Page 5 • Inspection to present • Main idea – The role of the supervisor in public schools has expanded Techniques of Supervision

28. Oliva, Chapter 1Supervision Defined • Supervisors must leave their offices for the purpose of helping others do their job better • Supervideo – “to oversee” – Latin • Not evaluation!!! • Definitions from text • What is your definition? Techniques of Supervision

29. Oliva, Chapter 1Complications to Supervision • Concepts of Supervision • Effective Teaching • Mandates from the State Level • Tensions between Teachers and Supervisors • Others from your experience? Techniques of Supervision

30. Oliva, Chapter 1 Who Are The Supervisors Techniques of Supervision

31. Oliva, Chapter 1More on Supervision • William Burton, 1922, page 19 • Harris, 1972, page 20 • Snyder, 1997, page 20 • Domains of Supervision • Roles of Supervision • Personal Traits • Knowledge and Skills • Describe the current state of instructional supervision in your school Techniques of Supervision

32. Supervision Quotes • “Unfortunately, principals are often as beleaguered and time-pressed as their central office colleagues; and while it is increasingly fashionable to talk about the instructional leadership role of the principal, often that person is hard-pressed to do the job of supervision well.” Techniques of Supervision

33. Supervision Quotes • “We have learned to challenge gifted students to encourage continuing growth, but often our gifted teachers are left to provide their own stimulation or to become bored and atrophied.” • “The instructional supervisor, contrasted with the administrative supervisor, cannot and should not thrust himself or herself on the teacher.” Techniques of Supervision

34. Supervision Quotes • “ If a school system is not able to cater to the supervisory needs of all teachers, it must do what school systems have always done – set priorities and/or put our fires. Those that are most in need must be assured of help if for no other reason than the well-being of their students. A better solution would be sufficient funding for our schools so that adequate supervision can be made available to all who need and want it,” Techniques of Supervision

35. DRIVING FORCES OPPOSING FORCES Force Field Analysis Techniques of Supervision

36. DRIVING FORCES Being part of a team  Time, time, time!  Experiential prof. dev.  Regular team discussions  Permission to take risks  Collaboration  Shared leadership  Focus and vision  Effort encouraged  Mentors  Ownership  Incentives and recognition  Clinical supervision  Peer coaching  Critical friends groups  OPPOSING FORCES  Contradictory demands  Pressure from testing  Isolation  Feeling forced  Defensiveness  Initial excitement then let-down  Past “flavors of the month”  Micro-management  Mixed messages  Not enough time  Fear  Lack of resources Force Field Analysis Techniques of Supervision

37. Interview Assignment Techniques of Supervision

38. You each will be assigned one issue to read carefully about. Be prepared to give the class 3 important notes on your issue – you can do this orally, or on a overhead or on the board Be prepared to share those notes/key points in class in 20 minutes. Decide who you are going to interview for the first assignment and schedule an interview date. Tell me who you are going to interview and why by sending me an email next week. Issues in Supervision Techniques of Supervision

39. What’s still rolling around in my mind? What squares with my thinking? What do I need to change? Essential Question 1 • What is the relationship among curriculum, assessment and instruction? Techniques of Supervision

40. Relationships How will we know they know it? What do we want students to know and be able to do? Curriculum Assessment Instruction Student achievement can best be addressed here. How will we get there? Techniques of Supervision

41. Essential Question 2 • What is the role of the school leader in improving student achievement through exemplary practices in assessment and instruction? Techniques of Supervision

42. Helping Teachers Plan for Instruction • Resistance to Planning • 6 Point Program • What are some models of instruction you are familiar with? • 3 characteristics of instructional objectives Techniques of Supervision

43. The supervisor should encourage teachers to write objectives in all 3 domains. Cognitive, Psychomotor and Affective Bloom =Cognitive = Most Focus Krathwohl = Affective = Least Focus Simpson = Psychomotor Helping Teachers Plan for Instruction Techniques of Supervision

44. Application Work with your partner or group to identify the domain and then the category within the domain. Techniques of Supervision

45. Carousel Chapter 4 • Should Cooperative Learning Replace Individualized Learning? Why/Why Not? • Should teachers be more concerned about content/skills or self-esteem of students? Why? • Should all students be expected to master all basic knowledge and skills? Why? • What is the place of direct teaching? • What knowledge and skills are needed for teachers to make effective presentations Techniques of Supervision

46. School Time Hrs/day 0.5-1.5 1.5-3.5 2.0-4.0 4.75 5.4-6.0 6.0 Academic Learning Time Engaged Time Instruction Time Allocated Time Attendance Time Total Available Time Techniques of Supervision

47. Good Morning Miss Toliver • As you are watching the video tape, please make a list of things the teacher is doing well to manage the classroom and increase instructional time and things she is not doing well or could improve upon. Techniques of Supervision

48. Maximizing Instructional Time • You are a resource for maximizing instructional time. • What are some things teachers can do to make the most of the time? What strategies did Miss Toliver use to maximize instructional time? Techniques of Supervision

49. Classroom Management Research • Jacob Kounin – Ripple Effect – 1970. He found that teacher intervention has almost no impact on student behavior after the misbehavior has occurred. The most effective action is to prevent problems from happening at all. • Evertson Study – 5000 hours observing 400 teachers found that “teachers whose students consistently gained in achievement had organized classrooms that ran smoothly, with a minimum of disruption.” Techniques of Supervision

50. Evertson’s Characteristics Effective classroom managers: • Planned rules and procedures carefully. • Systematically taught these to students. • Monitored student work and behavior closely. • Organized instruction to maximize student task engagement and success. • Communicated expectations clearly. Techniques of Supervision