Download - From Super Vision to Teacher's Vision
FROM “SUPER VISION” TO TEACHER'S VISION
Mariana PortaLeonardo Castelluccio
Fact:
Directors and Coordinators need to Directors and Coordinators need to ensure the quality of the teaching ensure the quality of the teaching taking place in their institutions. taking place in their institutions.
The question:
How can that responsibility be assumed How can that responsibility be assumed without falling into vertical models of without falling into vertical models of supervision?supervision?
Facts: Three reasons to implement a different teacher development program:
increasing customer increasing customer demands: QUALITY!demands: QUALITY!
a more a more heterogeneous heterogeneous community of community of teachersteachers
time constraintstime constraints
Goal:a program that implements…
Teacher Participation, 3 more Teacher Participation, 3 more reasons:reasons:a motivational tool to defeat burnout a motivational tool to defeat burnout a strategy to grow professionally a strategy to grow professionally a deeply believed principle of a deeply believed principle of
organizational communication. organizational communication.
A paradigm for participation
empowerment:accountability
structured participation
POSSESSIONSWhat do I have?
POWERWhat can I do?
VALUEHow am I recognized?
3 Parameters to analyze life at work:
having:
a salarya job descriptiona rolea statusbenefitsperksan office or any physical areafurniture and equipmentresourcestimeopportunities
being able to:
controldecidesuperviseaccess informationaccess restricted informationset my own goalsdevelop my projectcreate
being worthy of:
esteemrecognitionvoicerespect
Why is it hard to implement participation?
Lack of awareness: Could it be possible? Would it be beneficial?
Fear: the unknown. What happens if I lose control?
Lack of tools: How do I do it?How do we profit from it?
A three step approach towards participation:
Begin with yourself
Develop tools andExplore
Collect data and reflect
A three -step approach towards A three -step approach towards participation:participation:
1. Begin with 1. Begin with yourself:yourself:
What kind of What kind of manager/teacher manager/teacher are you?are you?
A three- step approach towards A three- step approach towards participation:participation:
2. Create, 2. Create, explore and explore and develop tools develop tools for for participation.participation.
A three -step approach towards A three -step approach towards participation:participation:
3. Reflect and …3. Reflect and … remember the remember the
ripple effect.ripple effect.
TO PRACTICE
FROM THEORY
TOWARDS A NEW KIND OF ACADEMIC MANAGEMENT
COMPONET 1: CROSS VISITS
• visit form
• visit arrangements
• follow-up: collecting feedback
Form:Form:
Focus of obervation: Focus of obervation: – teacher´s choiceteacher´s choice– observer’s choice observer’s choice
PlanningPlanning ManagementManagement T-st. And st-st. InteractionT-st. And st-st. Interaction Institution´s profile: two Institution´s profile: two
perspectivesperspectives Follow upFollow up
A sample of a teacher’s feedback on cross-visiting
“I think of cross visiting as a gain. Doing this will help me gain more ground on grammar
presentation. All in all, I’m really happy to have that opportunity to visit her.”
COMPONENT 2: REFLECTING UPON CAREER STAGES
• Personal
• Director/Coordinator - Teacher
• Whole-staff
You carefully plan your lessons and that planning may take much longer than the teaching session itself.
You feel amazed and surprised by students' expression of love, gratitude and respect for you. You did not expect this.
You are pretty bound to your class plan. You don't improvise, change, or discard your plan at any moment.
You tend to be more concerned about your class plan than about how it will turn into actual on-ground class management.
While teaching, you are often more concerned about your teaching than about students' learning.
You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won't work with my students.
You admire certain teachers and you feel you will never get to be that good.
You are often surprised by the emergent. There is always something you haven't considered when planning or there's always a student who asks the unexpected question.
1. You have been able to focus on individual students and individual problem situations and seek a solution. You find yourself thinking “How can I help a particular student who ...”?
2. Your class usually runs smoothly most of the times.3. You enjoy teaching most of the times.4. You have a few management “tricks” that usually
work very effectively and you rely on them. 5. You are more concerned with specific aspects of
your planning in order to approach a particular teaching point, student profile or course challenge than you are about your planning skills in general.
6. You are more concerned with specific aspects of your management such as “What other error correction techniques could I use”
You are rarely surprised by the emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.
You have found yourself seeking help from teachers who have had similar experiences and you've been willing to try out some of those suggestions.
• You are getting tired of doing the same things over and over.
• You ask yourself more questions about new developments in the field.
• You occassionally think you should have chosen a different profession.
• You sometimes wonder. is this what I'm going to do the rest of my life? I don't know if I want to.
• You feel you have been repeating yourself and you find a need for renewal and refreshment.
• You believe there is basically “nothing new under the sun.”
• You have thought of leaving the profession.
• You have come to terms with the profession.
• You have reached a comfortable level of confidence in your own competence.
• You ask yourself deeper and more abstract questions about learning, teaching, education or school management.
• You keep expanding your repertoire of teaching techniques.
• You have found yourself giving guidance, support and suggestions to younger colleagues.
• You feel you are professional who can keep developing and growing.
• You are pretty confident to face most substitutions on the spur of the moment.
1-8 SURVIVAL
9-16 CONSOLIDATION
17-23 RENEWAL
24-30 MATURITYSource: Lilian Katz The Developmental Stages of Teachers
http://ceep.crc.uiuc.edu/pubs/katz-dev-stages.html
Will teachers think reflecting upon career stages is worth doing?
Some of our teachers left their comments about this in our blog
COMPONENT 3COMPONENT 3:: DATA DATA PROCESSING AND DRAWING PROCESSING AND DRAWING CONCLUSIONSCONCLUSIONS Kind of teacher we haveKind of teacher we have
kind of teacher we need
Kind of teacher we want to aim atWhat kind of teacher
do we aim at?
We want We want ACTIVEACTIVE teachers teachersparticipate in their own development process and
in other colleagues’
have a voice in the hiring of new teachers
train novice teachers – especially those at the survival stage
attend academic events
deliver workshops and in-service training
publish in blog, wikies, newsletters, journals
OUR BLOG
DYNAMIC AND DYNAMIC AND PARTICIPATORY PARTICIPATORY
ACADEMIC ACADEMIC MANAGEMENTMANAGEMENT
AUTHORITATIVE AND STATIC MANAGEMENT
As directors and As directors and coordinators we need coordinators we need to:to:
carry out supervision in a way that respects diversity and teacher's needs.
create room for teachers' discovery of their needs.
give teachers a chance to "re-invent themselves” and self direct.
provide teachers with supportive environment
provide enjoyable moments
Preliminary conclusionsPreliminary conclusions
ParticipationParticipation– is a learning processis a learning process– takes timetakes time– means risk takingmeans risk taking– requires empoweringrequires empowering– needs leadershipneeds leadership– must be structuredmust be structured– should become part of the culture of should become part of the culture of
the organization.the organization.