edad 516 wsup

EDAD 516CURRICULUM AND INSTRUCTIONAL LEADERSHIP

(SUPERVISION)

Washington State UniversityPuyallup Campus

Fall Semester 2014

Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

EDAD 516 WSU-PuyallupFall, 2014

“LET’S PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN

MAKE FOR OUR CHILDREN”-SITTING BULL

QUICK WRITE:

What do you know and or believe about leadership and the supervision

of instruction?

THE BLUEBERRY STORY:

What does this story cause you to think about?

What are the messages for you as a leader?

How might you use this story with your “classroom”?

COURSE SYLLABUS:

Norms Goals, Outcomes, and Assessments Purpose WCEAP Common Performance Task Guide:

Standards 2A and 2B Course Objectives Course Assignments Expectations for completion/grading

GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP

Theoretical framework Broader look at supervision Built on a clinical model

GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP

SuperVision: A New Name for a New Paradigm Supervision and Moral Purpose

”Democratic Spirit” Prerequisites: (Figure 1.2)

Knowledge Interpersonal skills Technical skills

GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING

Foundation in intrinsic motivation

Cultural relevancy Grounded in inquiry-based

practices

Who gets left behind? Interrupting deficit thinking about student potential

“All children ARE learners” Culturally responsive teaching Culturally responsive teaching through the lens of

intrinsic motivation Effective, innovative, and transformative pro dev. Inquiry and action cycles

Planning Ahead... Culture and motivation are inseparable influences

on learning Motivated teachers tend to have motivated

students Transformative learning: learning experiences that

can change beliefs and perspectives of educators Language choice not only represents how we think,

it influences how we think and act.

“The best thing about being sad,” replied Merlin, beginning to puff and blow, “is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder in your veins, you may miss your only love, you may see the world devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then-to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the thing for you.”

T.H. White (1996)Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

FINAL THOUGHTS:

REFLECTIVE PROMPT:

Glickman (p.13) states,” Educators are the primary stewards of the democratic spirit. The total of our efforts is far greater than the particulars of our job.”

Ginsberg reminds us that motivated teachers have motivated learners and that the whole activity of education is ethical and political in nature (p.5). What type of society do we desire? What type of educational environment should

supervision promote in order to move us toward the society we desire?

SEPTEMBER 10, 2014

Welcome

READING REVIEW

Glickman: The Norm...Traditional Schools The Dynamic School

Why are traditional schools the way they are? How does this differ from dynamic schools?

Fullan: Choosing the Wrong Drivers for Whole System Reform “The key to system-wide success is to situate the energy

of educators and students as the central driving force.” What are the right drivers, and why are they effective?

GINSBERG: The Motivational Framework for Culturally Responsive Teaching

Silently, think about a time in which you were learning and felt capable, creative, and joyful at the same time:

When did this occur? With whom, where, when, and under what conditions?

Share your experience with a partner:Focus on those conditions that led you to feel creative, capable, and joyful.

Share out and chart as a large group: What does this mean with respect to creating classrooms

or environments in which ALL students feel motivated to learn?

GINSBERG: The Motivational Framework for Culturally Responsive Teaching

In small groups: (Chapter 2) Establishing Inclusion: How do we create or affirm a learning

environment in which we feel respected by and connected to one another?

Developing a Positive Attitude: How do we create or affirm a favorable disposition toward learning through personal relevance and student volition?

Enhancing Meaning: How do we create engaging and challenging learning experiences that include student perspectives and support civic participation?

Engendering Competence: How do we create or affirm an understanding that students have effectively learned something they value and perceive as authentic to the real world?

The Motivational Framework for Culturally Relevant Teaching*The Motivational Framework for Culturally Relevant Teaching*

Attitude

Choice and

Personal Relevance

Attitude

Choice and

Personal Relevance

Inclusion

Respect and

Connectedness

Inclusion

Respect and

Connectedness

Competence

Authenticity andEffectiveness

Competence

Authenticity andEffectiveness

Meaning

Challengeand

Engagement

Meaning

Challengeand

Engagement

*Source: Adapted from Ginsberg & Wlodkowski (2009, p. 34).

Routines and rituals are present.Respectful learning and interactions occur.Students are comfortable.The teacher treats all students respectfully and fairly.Students’ lives and cultures are represented.

Classes are taught with students’ experiences, concerns, or interests in mind.Students make choices related to learning that include experiences, needs, values, and strengths.Students are able to voice their opinions.

There are clear criteria for success.Grading policies are fair to all.Performances and demonstrations have real-world connections.Assessment takes into account students’ perspective; there are multiple ways to reach standards.

Student participation is active; they are challenged.Questions go beyond facts and encourage different points of view.The teacher builds on what students know.The teacher respectfully encourages high-quality responses.

SHADOWING STUDENTS TO STIMULATE AND ENRICH TEACHER (AND LEADER) KNOWLEDGE

Moving beyond traditional walk-throughs... Deeper look at schooling through the eyes of a single

student Greater Clarity about instructional and curricular

practices including supports that exist or don’t exist Opportunity to explore conventional & unconventional

ways of collecting data that may be generalized across the school

Gain insight & perspective on a student’s experience of being in school

Ideas for instructional and school improvement Implications for leaders at all levels of the system as

willing adult learnersAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

INSIGHTS AND IMPLICATIONS FOR LEADERSHIP:

TRIADS:

As you think about shadowing a student, what do you want to learn and why? (This will help you define your inquiry question)

PROJECTING AHEAD:

Skype Interview with Margery Ginsberg: What questions do you have for her regarding the

Motivational Framework, Culturally Responsive Teaching, and/or Shadowing a Student?

Facilitator? Reread/Deep Read: Chapter 3 Work Session: Planning the shadowing experience

SUMMARY:

Drivers: leading with accountability is not the best way to get accountability, let alone whole system reform.

Intrinsic motivation, instructional improvement teamwork, and “allness” are crucial elements of whole system reform.

Motivation is foundational to learning; students who feel unsafe, unconnected, and disrespected are often unmotivated to learn.

A strengths-focused orientation to teaching and learning is foundational to student success within and across demographically diverse student groups.

REFLECTIVE PROMPT(THIS WILL BE POSTED TO THE BLOG)

Given your experience with schools and schooling, what is resonating with you thus far? What are you wrestling with?

CLOSURE:“This is the value of the teacher, who looks at a face and says there’s something behind that

and I want to reach that person, I want to influence that person, I want to encourage

that person, I want to enrich, I want to call out that person who is behind that face, behind

that color, behind that language, behind that tradition, behind that culture. I believe you can do it. I know what was done for me.”

-Maya AngelouAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

SEPTEMBER 17, 2014

Welcome Video Conference with Margery Ginsberg Quick Reading Review

In Yassir’s Shoes Sam Palmer The Farah Case Example

Work Session: Preparing for the Shadowing Experience Video (part deux)

Post Shadowing Reflection and Write Up Wrap Up

SHADOWING STUDENTS TO STIMULATE AND ENRICH TEACHER (AND LEADER) KNOWLEDGE

Moving beyond traditional walk-throughs... Deeper look at schooling through the eyes of a single

student Greater Clarity about instructional and curricular

practices including supports that exist or don’t exist Opportunity to explore conventional & unconventional

ways of collecting data that may be generalized across the school

Gain insight & perspective on a student’s experience of being in school

Ideas for instructional and school improvement Implications for leaders at all levels of the system as

willing adult learnersAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

AS YOU THINK ABOUT YOUR INQUIRY QUESTION…

While shadowing will not dismantle the complicated infrastructure of educational systems, it CAN illuminate problems of everyday practice that re within the spheres of influence of many educators.

WORK SESSION

Sharing out of plans Pulling all the pieces together What questions or concerns remain?

“The road was new to me, as roads always are, going back”

-Sarah Orne Jewett (2009) in Ginsberg

SEPTEMBER 24, 2014

Theme:Static vs. DynamicConcept of “Inertia”

How does adult learning fit with this?

CHECKING IN:

Do Kids Really Want to Learn?

Progress, problem-solving, and check in on Shadowing

What about those Puyallup Intern meetings?

THE MOVE TOWARD IMPROVEMENT AND CHANGE:

DYNAMIC SCHOOLS

Shared Leadership Cause beyond Oneself Professional Development

Positive Learning Climate Authentic Curriculum,

Instruction, and Assessment Democratic (Inclusive)

Inquiry Culturally Responsive

Partnership and Networks

Adult Learning

Collaboration

SMALL GROUPEach group summarize one of the following research studies regarding adult

learning and development

Andragogy Self-Directed Learning (SDL) Transformational Learning Experience and Learning Holistic Stage Theories Life Cycle and Transition Socio-Cultural: Role of Race and Ethnicity

ADULT LEARNING AND DEVELOPMENT:

Discussion: Why is it important for a supervisor (principal or program

administrator) to know about adult learning and development?

What are the most important things for you as a supervisor (principal or program administrator) to know about adult learning and development?

TEACHERS AS ADULT LEARNERS:

Fullan:“Many decisions about the kinds of educational innovations introduced in school districts are biased, poorly thought out, and unconnected to the stated purposes of education.”

Glickman:“Many supervisors treat teachers as if they were all the same, rather than as individuals in various stages of adult growth.”

Mezirow (2000) and Brookfield (2009)...In order to learn and grow, teachers need to participate in a continuous cycle of collaborative activity and reflection on that activity and the need to develop the powers of critical thinking.

Drago-Severson (2004, 2007, 2009) “Pillar Practices” Encouraging teaming and partnering within and outside of

school Fostering teacher-leadership Promoting inquiry Mentoring

ADULTS AS LEARNERS:

Figure 4.1 Implications for Instructional Supervision, 1-11

Standards for Professional Learning

How do these concepts align with your experiences?

FINAL THOUGHT:

Glickman:“Teacher or adult development is not monolithic, linear, or eternal. The research on developmental stages provides lenses for viewing teachers individually and collectively as to their current levels of thinking and commitment. Through such lenses we can explore possible interventions to assist teachers individually and collectively to move to higher stages of development.”

REFLECTIVE PROMPT:

What ways do you see that knowledge of adult development might be applied in the supervision and professional development of teachers?

Looking Ahead:

Shadowing Reflections and Presentations Chapter 5-Glickman: Reflections on Educational

Beliefs, Teaching, and Supervision Ginsberg: Authentic Roles and Practices for

Culturally Responsive Teaching Focused Write/Draft: Platform of Educational Beliefs

OCTOBER 1, 2014

THEME:Reflections

STUDENT SHADOWING REFLECTIONS

Sharing in triads: 15 minutes for each presentation

10 minutes for presentation/5 minutes for questions Set the context by giving some background to

your student: Classes visited, informal interactions, etc. What was your inquiry question? What did your data suggest? Where are the opportunities for improvement?

Wrap Up What are the implications for your leadership?Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

LARGE GROUP SHARING

Shadowing a Student:

Insights and implications for leadership practice

“Although theory enhances the durability of professional learning, imagination guides its

implementation to connect the dots between students, curriculum, instruction, the school

environment—and a continuous sense of opportunity”

(Fullan, 1993; Liu 2004, in Ginsberg 2011)

This approach to adult learning allows teachers to examine and construct new learning and teaching methods rather than to simply implement prescribed ideas about “good instruction.

REFLECTIONS…GLICKMAN

Chapter 5: Reflections on Educational Beliefs, Teaching, and Supervision

Sergiovanni:“What is needed is some firm footing in principle…With a clearly defined platform, they can begin to take a position relative to educational practices, looking beyond the surface behavior to probe for the real consequences of a variety of school practices.”

INSTRUCTIONAL GOALS AND EFFECTIVE TEACHING:

If the goal is…

Contextual: Particular instructional goals Local learning environment Individual students

EXPERT TEACHING:

No single set of steps teachers can use to deliver effective lessons.

HOWEVER…Number of qualities possessed by expert teachers:

Expert teachers…

CULTURALLY RESPONSIVE TEACHING:

“Where you stand depends on where you sit…”

Identifying and critiquing cultural assumptions: p. 95

BELIEFS ABOUT EDUCATION:

Glickman-page 85Guiding questions 1-10

SUPERVISORY BELIEFS:

Glickman-pp. 86-87Guiding Questions 1-8

SCENARIO’S:

Why is understanding differences so important to beliefs?

FOCUSED WRITING:

What are some “planks” you would definitely include in your supervisory platform?

Guiding Questions:Beliefs-p. 85/ 1-10Supervision-p. 86-87/ 1-8

LOOKING AHEAD:

Clinical Supervision Model Practice Teachers willing to support you in this work?

Glickman: Chapter 6

WRAP UP:

“…Whatever other factors that also suppress achievement-poverty, social isolation, poor

preparation-can be substantially overcome in a schooling atmosphere that reduces racial

and other vulnerabilities, not through unrelenting niceness or ferocious

regimentation, but by WISENESS, by seeing value and acting on it.”

-Claude Steele

OCTOBER 8, 2014

THEME:Interpersonal Skills of Supervision

EXPERT TEACHING:

REVIEW:No single set of steps teachers can use to deliver effective lessons.

HOWEVER…Number of qualities possessed by expert teachers:

Expert teachers…

CLINICAL SUPERVISION MODEL:

GOALTeacher reflection of practice, facilitated by non-directive supervision.

DEFINITIONS:

Morris Cogan: “Viewed clinical supervision as a vehicle for developing professional and responsible teachers, who were capable of analyzing their own performance, who were open to change and assistance from others, and above all, self-directing.”

-PajakAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

DEFINITIONS:

“Clinical supervision may be defined as supervision focused upon the improvement of instruction by means of systematic cycles of planning, observation, and intellectual analysis of actual teaching performances in the interest of rational modifications”

THE PRINCIPAL IS KEY:

SERGIOVANNI “Improving schools by (principals)

helping teachers… To reflect on their practice, To learn more about what they do and why, To strive for self-improvement, To share what they know with others, and To strive to improve practice is the heart of what

supervision seeks to accomplish.

PARADIGM SHIFT:

It is not what the teacher does, but rather, what the learner knows and is able to do as a result of the learning environment created by the teacher.

CLINICAL OBSERVATION PROCESS:

Pre-conference Identify the purpose and focus for the observation

Classroom Observation Data Collection (descriptions and Interpretations)

Analysis of data Determination of post-conference approach

Post-conference Follow up plan

PURPOSEFUL SUPERVISORY BEHAVIORS: Listening Clarifying Encouraging Reflecting Presenting Problem-solving Negotiating Directing Standardizing Reinforcing

GUIDELINES FOR OBSERVATIONS: Engage teachers in reflective thinking and discussion.

Discuss the protocol. Observation instruments should provide teachers

with information about their instruction and student learning. Collaborate with the teacher on tool or technique to be used.

Describe what occurred, interpret what it means. Separate the interpretation from the description

Describe behavior, be specific in description d Don’t interpret behavior

AND…avoid drawing conclusions based on one observation

CLINICAL SUPERVISION PRACTICE:

Template

Exemplar for reference

CLINICAL SUPERVISION PRACTICE:

WORKING IN TEAMSSuccess at the Core View the video:

Inquiry-based Discussion Examine the support materials:

Instructional PlanTeacher CommentaryAnalysis Questions: Student Work

Collaboratively complete the Clinical Supervision Template 1 example from each team

LOOKING AHEAD:

Reading: Glickman Chapters 7-8

Submit 2 clinical observations1. Collaborative practice from your group2. Practice with a colleague using the exemplar as a point of reference

“There is always room for improvement.

In fact, it is the biggest room in our school.”

October 15, 2014:

THEMES: Learning from each other and our shared

experiences; preparing ourselves for the role of learning-focused leader.

Understanding the connections between leadership for instructional improvement and lesson analysis.

COLLABORATION WITH PSD INTERNS

AWSP LEADERSHIP FRAMEWORK:Criterion 1: Creating a Culture

Sharing our schools’ learning communities. Sharing new learning from the first sixty

days of our internship experiences.

COLLABORATION WITH PSD INTERNS

AWSP LEADERSHIP FRAMEWORK:Criterion 5: Improving Instruction

Lesson Analysis and Instructional Feedback Guest Speaker: Maija Thiel

CONTINUATION OF CLINICAL SUPERVISION

Clinical Observation 2 Peer Feedback

LOOKING AHEAD:

Reading: Scan Glickman Chapters 7-8 Handout: Important Points to

Remember Revise Clinical Observation 2 based on

feedback from your peer. Complete Observation 3 based on

classroom observation with a peer.

“There is always room for improvement.

In fact, it is the biggest room in our school.”

October 22, 2014:

THEMES: Learning from each other and our shared

experiences; preparing ourselves for the role of learning-focused leader.

Developing expertise.

CHECKING IN WITH ONE ANOTHER:

Shadowing, Wiggins, Lisa K. What’s Ben been up to lately? Others?

CLINICAL SUPERVISION MODEL:

If the goal is…Teacher reflection of practice, facilitated by non-directive supervision.

When would these supervisory approaches apply?

Directive ControlDirective InformationalCollaborative

Strategies?

BUILDING EXPERTISE:

In teams of 3: Presentation of “your classroom” Sharing of clinical observation 4 Concerns you have Questioning/clarifying Specific feedback for learning

What insight will you take into your next observation?

Revisiting Maija’s Presentation

AWSP LEADERSHIP FRAMEWORK:Criterion 5: Improving Instruction

Lesson Analysis and Instructional Feedback Tools available on the PSD site

PROJECTING AHEAD

Leading for Instructional Improvement: Fink and Markholt

IntroductionPart One: Making the Case for Instructional Expertise

Continuing with Clinicals…

October 29, 2014:

THEMES: Leading for Instructional Improvement Developing expertise Learning from each other and our shared

experiences; preparing ourselves for the role of learning-focused leader

A COMPLEX AND SOPHISTICATED ACT:

Leading for Instructional Improvement What is quality learning? What is meant by all students?

Quality learning for all is THE equity and social justice issue of our time

FOUNDATIONAL IDEAS:

If students are not learning, they are not being afforded powerful learning opportunities:

Teaching matters above all else Teaching practice varies greatly from classroom to

classroom Consistent, high-quality teaching practice is in short

supply

FOUNDATIONAL IDEAS:

Teaching is a highly complex and sophisticated endeavor:

From an array of content standards to implementation of CCSS

Tremendous diversity and variability in student learning need

Preparation and professional growth-At any given point in time, teachers are working to the limits of their subject matter knowledge and pedagogical skill.

FOUNDATIONAL IDEAS:

Practice only improves when it is open for public scrutiny:

Historic and inherently private endeavor Move to public practice Just-in-time feedback and coaching

FOUNDATIONAL IDEAS:

Improving practice requires reciprocal accountability:

Ultimately, it’s about leadership…Leadership matters! If we are going to hold teachers accountable, we have an

equal and commensurate responsibility to verify they know how to do what we are expecting them to do!

FOUNDATIONAL IDEAS:

Reciprocal accountability implies a particular kind of leadership:

If teachers are not providing powerful learning opportunities for all students, it IS a leadership issue

Guiding, supporting, and nurturing teachers… Remaining open to learning

The essence of “Coming Alongside” in Puyallup

FOUNDATIONAL IDEAS:

Leaders cannot lead what they don’t know: Leaders MUST know what good teaching looks like Common language/shared understanding

“The better we see, the better we are able to lead”

EXPERTISE: MAKING THE CASE

Novice v. ExpertWhat do you see?

Novice v. ExpertLeader with expertise can identify and discuss key elements with specificity and evidence; express wonder or questions; and offer alternatives to teaching decisions.

Novice leaders do not notice or think about key elements of the instruction; convey obvious misconceptions about or misuses of those key elements.

Novice v. ExpertNovices tend to make evaluative judgments more quickly based on superficial understanding.

Experts tend to withhold judgment until they can describe in evidentiary terms what they are noticing along with important questions that will guide further leadership actions.

FRAMEWORKS

Experience shows us there is wide variation of what constitutes quality instruction.

Without a shared understanding of what we mean by quality instruction, we have no basis form which to mount an improvement effort.

(Think TPEP)

The primary role of school and district leaders must be the cultivation of

EXPERTISE to improve practice, including both teaching and leadership

practice.

TYPES OF EXPERTISE

It takes expertise to make expertise…Learning expertise - continuing to refine skills and attitudes toward learningTeaching expertise – Complex and sophisticated leadership work…

Creating the conditions Nurturing the learner’s role Actually being good at teaching

TYPES OF EXPERTISE

In terms of leadership,Content expertise is the deep understanding of quality instruction, andPedagogical expertise is in knowing how to guide, support, nourish and nurture teachers in their own improvement effort.

BUILDING EXPERTISE:

In teams of 3: Presentation of “your classroom” Sharing of clinical observation Remember the phrase, ”As evidenced by…” Your reflections: What are you wondering about-

key questions, next steps, etc.?

What insight will you take into your next observation? How are you thinking of ways to support and propel teacher growth?

WHAT ABOUT WALKTHROUGHS?

Making teaching a public practice Develop a deepened and shared

understanding of that practice Use this emerging knowledge to implement

specific improvement efforts

LOOKING AHEAD

Developing an Expert Instructional Eye Chapters 2/3

Leading for Instructional Improvement Chapters 4/5

Personal Best, By Atul Gwande Reflective Prompt:

In your role as district, school, or teacher leader, how do you develop your own and others’ “learner expertise” and “teacher expertise”?

Continuing with Clinical ObservationsAilene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

NEXT 2 WEEK:

Welcome, Vicky Bates AWSP Readings will be posted to the blog in preparation for

Vicky’s visit

Nov. 12: Welcome, Anneke Markholt, UW Leading for Instructional Improvement, through Ch.5

Continuing with Clinical Observations

December 3, 2014:

THEMES: Embracing New Opportunities for Leading

and Learning: The Leader’s Role in Improving Teacher

Practice Reciprocal Accountability Leading with an Inquiry Stance

RECIPROCAL ACCOUNTABILITY:

If we are going to hold teachers accountable for something, we have an equal and commensurate responsibility to ensure they know how to do what we expect them to do (Elmore; Resnick & Glennon).

LEADING WITH AN INQUIRY STANCE:

Noticing and Wondering:Assume positive intentHelp us understand the teacher’s thinking

and decision-makingNOT a gotcha’, feedback, suggestion in

disguise, or a yes/no question

WONDERING:

Question Stems: How did you make decisions about…? What is your vision for…? What did you learn from/about your students

today when you…/when they…? Talk me through…

edad 516 wsup

director of human resources

puyallup school districtedad

best thing

responsive teaching

new paradigm supervision

replied merlin

motivated teachers

action cyclesailene

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