supervision

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SUPERVISION

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Instructional Leadership Development Frameworkfor Data-driven Systems

QUALITYSTUDENT

PERFORMANCE

ETHICS AND INTEGRITY

Curriculum/Instruction/Assessment

Supervision

ProfessionalDevelopmen

t

OrganizationalManagement

CULTURE

Communication and Community

Partnerships

Learner-Centered High Expectations

Collaborative Continuous Improvement

SUPERVISION

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SUPERVISION

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SUPERVISION

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SUPERVISION

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SUPERVISION

S-7

Premises

• The purposes of school are teaching and learning.

• Teaching is a skill that can be improved and teachers are at different developmental levels.

• Supervision focuses on assisting, supporting, and collaborating with teachers to enhance their repertoire of skills to improve student performance.

• Professionals have the expertise and the responsibility to help other professionals grow.

SUPERVISION

S-8

“Supervision is assistance for the improvement of instruction. This definition allows supervision to be viewed as a function and process rather than a role or position.”

—C. Glickman, S. Gordon, and J.Ross-Gordon

—Supervision of Instruction

SUPERVISION

S-9

“Supervision is not the act of instructing students—that is, teaching—but rather the actions that enable teachers to improve instruction for students.”

— C. Glickman, S. Gordon, and J.Ross-Gordon

— Supervision of Instruction

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• Decisions based on assumptions rather than data

Increase

• Directive leadership

• A lack of focus on instruction

• Supervisor as expert who knows what is best and how to fix it

• Little involvement in decisions regarding curriculum/teaching strategies

• Collaborative leadership

• A focus on the learning of all students

• Supervisor as mentor/facilitator who encourages self-direction among staff

Decrease• Data-driven decisions

• High involvement in decisions that impact student learning

SUPERVISION

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Objective

1. Understand and apply developmental supervision concepts:

• Make informed decisions• Provide quality feedback• Provide sustained support• Identify different developmental

levels of teachers

2. Understand and utilize a variety of supervisory tools.

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Continuous Improvement Process Moves the Campus Toward the Vision

Where your campus is

Where your campus needs to be

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Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making

Curriculum/Instruction/Assessment

Supervision

Professional Development

Communication and Community Partnerships

Organizational Management

Quality

StudentPerformance

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1. Make informed decisions

Key Concepts for Developmental Supervision

• Data collection

• Data analysis

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Data Collection Data Analysis

As a supervisor on a campus, how could you collect data?

What does the data help the supervisor identify?

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Data Collection• Walk-throughs• Third-party information• Student data• Meetings• Lesson plans• Observations• Teacher reflections• Notes to parents• Other

Data Analysis• Identify strong

instructional models, attributes, and strategies

• Identify areas of concern

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2. Provide quality feedback

Key Concepts for DevelopmentalSupervision

• Informal• Notes• Conversations• Walk-throughs

• Formal • Conferences• Documentation

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3. Provide sustained support

Key Concepts for DevelopmentalSupervision

• Plan for growth• Professional

development

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S-19

Data

Collection OngoingFeedback

SustainedSupport

PressureSupport

Instructional Leadership Process

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Instructional Leadership Process

Data

Collection OngoingFeedback

SustainedSupport

Form

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Plan

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Obs

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Establishing High Expectations

• Establish high expectations for the presence of each of the four critical elements in each and every classroom.

• Monitor for the implementation of each of these elements.

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Establishing High Expectations

Thinking at High Cognitive Levels

Addressing Varied Needs

Assessing Student Progress

Alignment of Learning Objectives

Observations (Walk-throughs and Formal)

Plans and Planning

Samples of Student Work

Teacher/Supervisor Conferences/Conversations

Open-ended Questions, Analysis Activities

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Supervisory Styles

• Supervisory beliefs inventory• Behaviors with individuals

• Directive control• Directive informational • Collaborative• Nondirective

• When to use

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Supervisory Styles Jigsaw

1. Number one to four.

2. Read the description that corresponds to your assigned supervisory style.

3. Highlight key ideas for a 3-minute presentation.

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Supervisory Styles

Dire

ctiv

e C

ontr

ol

Dire

ctiv

e In

form

atio

nal

Col

labo

rativ

e

Non

dire

ctiv

e

Extent of Teacher Self-direction

Ext

ent

of S

uper

viso

r D

irect

ion

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Discuss at your table:

1) a teacher who would benefit most from non-directive style,

2) a teacher who would benefit most from collaborative style,

3) a teacher who would benefit most from directive informational style, and

4) a teacher who would benefit most from directive control style

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Developmental SupervisionProcess for a Formal Observation

• Preconference• Data collection: Observation data• Data analysis: Observation data

• Plan conference• Conduct conference

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Purpose of a Preconference

• Build a professional collaborative relationship

• Develop communication

• Discuss the expectations of the observation

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Preconference

• Set the stage

• Solicit input from teacher about the class• Planned objective(s)• Demographics• Special needs of students• Targeted area for feedback

• Share expectations

• Clarify questions and concerns

• Discuss logistics

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Video Clip

What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful?

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Cheryl Kelley

Unique to Cheryl

Unique to Kelley

Com

mon

alit

ies

Comparison of Preconferences

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Data Collection/Observation

Components of data collection:

• What is said?

• What is happening?

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Data Collection Activity

Observe Cheryl teaching.

Collect specific data of what is being said and what is happening.

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Data Analysis: Observation Data

• Did you record some language?

• Did you record what was happening?

• Are your notes nonjudgmental?

• Do you have evidence of student learning?

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Data Analysis: Observation Data

Nonjudgmental • factual • specific• observable teacher behavior• observable student behavior• objective

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• What are some perceived strengths observed? Evidence?

• What are your concerns? Evidence?

• What are some potential developmental suggestions?

Data Analysis: Observation Data

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Developmental Suggestions:

Strengths:

Concerns:

Evidence Implications

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Plan Postobservation Conference

• Reflect on the data.

• Identify the objective.

• Plan supervisory style/behaviors.

• Develop potential questions.

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Plan Postobservation Conference

• Study Supervisory Behavior Continuum on pp. H-S-19–20.

• Identify supervisory behavior of the principal.

• Examine behaviors that influence teacher’s actions.

• Identify the teacher’s level of development, expertise, and commitment.

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Conduct the Postobservation Conference

• Review/reflect on the lesson.

• Share/discuss data gathered.

• Identify common understandings.• Develop plan of action collaboratively.

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Activity

• Objective of the conference• Steps observed• Data shared• Principal’s questioning techniques

and specific questions asked

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Developmental SupervisionProcess for a Formal Observation

• Preconference

• Data collection: Observation data

• Data analysis: Observation plus other

• Plan conference

• Conduct conference

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Data Collection: Observation Data

Components of data collection:

• Scripting: What is said?

• Describing: What is happening?

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Data Analysis/Application

• Did you record some language?

• Did you record what was happening?

• Are your notes nonjudgmental?

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Plan Postobservation Conference

• Study the data.

• Plan supervisory style/behaviors.

• Identify the objective.

• Develop potential questions.

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Conduct the Postobservation Conference

• Review/reflect on the lesson.

• Share/discuss data gathered.

• Identify common understandings.

• Develop plan of action collaboratively.

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Plan Kelley’s Postobservation Conference

• In your triad, role-play a postobservation conference.

• Person #1: principal

• Person #2: teacher

• Person #3: observer

• The principal will use documentation, data, and observation notes to conference with Kelley.

• After the conference, the observer will provide feedback on what he/she heard and saw in the conference.

• Observer’s role is nonjudgmental.

• Observer should not offer criticism or suggestions.

• The observer moves clockwise to a new group.

• Observer becomes the principal.

• Teacher becomes the observer.

• Principal becomes the teacher.

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Postobservation Conference Video

• What style did the principal use?• What directives did she give?• Identify some commonalities between

your conferences and the video conference.

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Instructional Leadership Process

Data

Collection OngoingFeedback

SustainedSupport

Form

ativ

e C

onfe

renc

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Wal

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ghs

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Inf

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Les

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Plan

sPr

eobs

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tion

Con

fere

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Obs

erva

tion

Post

obse

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Con

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Tea

cher

Ref

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Follow-Up Conference

Based upon the directive from the principal to Kelley in the postobservation conference, discuss the follow-up conference to be conducted on Friday.

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Plan Summative Conference

• What additional data is needed?

• What are your responsibilities between the formal observation and the summative conference?

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Getting to the Summative Conference

Be prepared to:

•Share/discuss data gathered.

•Identify common understandings.

•Discuss future goals and professional development.

•Provide ongoing feedback.

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Self-Assessment/Reflection

• Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement?

SUPERVISION

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“The only way we’re going to get from where we are to where we want to be is through staff development. . . When you talk about school improvement, you’re talking about people improvement. That’s the only way to improve schools.”

—Ernest Boyer—Principal as Staff Developer

SUPERVISION

S-55

Instructional Leadership Development Frameworkfor Data-driven Systems

QUALITYSTUDENT

PERFORMANCE

ETHICS AND INTEGRITY

Curriculum/Instruction/Assessment

Supervision

ProfessionalDevelopmen

t

OrganizationalManagement

CULTURE

Communication and Community

Partnerships

Learner-Centered High Expectations

Collaborative Continuous Improvement

SUPERVISION