unit 6 5 lecture

8/18/2019 Unit 6 5 Lecture

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PROFESSIONALDEVELOPMENT

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TEACHERSUPERVISION

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Unit 6 Overview

By the end of the unit, participants will be able to:

!

1. describe aspects of adult learning theory and apply them to

English language teacher training

!

2. explain how to conduct an effective professional

development program for teachers in their program

!

3. discuss improvement of faculty performance related to time

and behavior management skills

!

4. recognize the strengths and challenges of English language

teachers and utilize communicative strategies and protocolsfor giving appropriate and effective feedback

!

5. describe different models of teacher supervisionand examine their program’s current process of facultyobservation and evaluation

2



Effective Professional Development

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Is timely and relevant (useful)

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Sustainable (allows for practice and support overtime)

!

Planned based on needs assessment data

! Delivered according to adult learning principles

! Considers the Following:

! Beliefs

! Context

! Experience & Knowledge of Participants

3



Professional Learning

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Directly relating the learning opportunities toschool’s goals and mission and vision

! Supporting teachers in making explicit connections

between what they do and what their students learn! Building a learning community where all take

responsibility for learning and working together to

share knowledge, insight, and experience

!

Empowering teachers to design, conduct, and followthrough on their own learning

4



Professional Learning

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Promoting practice, reflection, and refinement in asafe environment where teachers can take risks andexplore their practice

!

Requiring accountability for learning and theoutcomes

! Continuously monitoring and evaluating thesuccesses and challenges within the context

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Using Data to Guide PD Design

Data that should be used to inform PD programs:

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Demographics on students and teachers

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Multiple measures of student achievement aligned

with standards

! Student learning data disaggregated by groups:( iegrade, age, racial, economic, language, and gender)

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Data about classroom practice and students’opportunities to learn

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Data about PD, the school culture, and its leadership

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Supervision Models

SupervisionModels

DanielsonModel: 4Domains

Acheson &Gall’s 6types

ClinicalSupervision

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5 steps in Clinical Supervision

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Step 1: Preconference! Reason for and purpose of observation

! Focus of observation

! Method and form of observation

!

Time of observation

! Time of post-conference

Step 2 Observation of Classroom Instruction

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Record description of events! Follow data collection instrument as decided upon in pre-

conference

! Do not record interpretations




17

!

Step 3 Analyze and Interpret data! Only in true supervision

! Use all of data (qualitative and quantitative) to analyze

teaching and learning events! Select interpersonal approach for post- conference

"

Direct approach

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Collaborative

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Non-directive

! May share data with observed teacher prior to post-conference



Interpersonal Approach

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!

Directive approach! Presenting observations and interpretations

! Asking for teacher input

! Assist in goal-setting

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Telling teacher what action to take (directive –control)

! OR

! Providing teacher with options (directive-informational)

!

Non-directive approach! Share observations with teacher (without interpretations)

! Encourage teacher to analyze, interpret, and develop ownaction plans



Behaviors of Instructional Leaders

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!

Listening Non-directive! Clarifying Non-directive!

Encouraging Non-directive!

Reflecting Collaborative!

Presenting Collaborative!

Problem Solving Collaborative!

Negotiating Collaborative! Directing Directive-

Informational!

Standardizing Directive-Informational

! Reinforcing Directive - control




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!

Step 4 post-conference!

Share data / recorded notes

!

Follow chosen approach to present data

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Conference should end with a future plan (for any approach)

!

Step 5 Critique of Steps 1-4! Can be added to end of Step 4

! Can be a separate informal session

Overall a brief discussion to reflect on effect of process

Usually, the following questions are discussed: What was valuable / of little value in process?

What changes could be made to make the process more effective?



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unit 6 5 lecture

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