advising and supporting teachers

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Wilson A. Leguizamon Vargas Advising and supporting teachers

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Page 1: Advising and Supporting Teachers

Wilson A. Leguizamon Vargas

Advising and supporting teachers

Page 2: Advising and Supporting Teachers

Feedback

Pre-service and in-service contexts

Page 3: Advising and Supporting Teachers

Who is who?

• Who is the pre-service teacher?

• Who is the in-service teacher?

Page 4: Advising and Supporting Teachers

And… who is the advisor?

• The in-service teacher= the teacher who has experience

• The critical friend/ Peer coaching

• The headteacher/ mentor/ coach etc.

Page 5: Advising and Supporting Teachers

Planning Conference (Pre-Brief)The teacher and coach confer to:

• Clarify learning goals (teacher and student)

• Collaboratively plan tasks or work the students will complete to achieve the intended outcomes

• Determine evidence of proficient student achievement

• Identify student or teacher behaviors the coach should observe

• Agree on the role(s) the teacher and the coach will perform during the lesson.

Page 6: Advising and Supporting Teachers

In class support

The teacher and the coach collaborate in the delivery of the planned lesson through these activities:

• Observation• Demonstration lesson• Co-Teaching• Gradual release of responsibility

from coach to teacher

Page 7: Advising and Supporting Teachers

Evaluating Impact of Effective Teaching Strategies

Page 8: Advising and Supporting Teachers

Providing Feedback

Not evaluating teacher, but evaluating the effectiveness of the Effective Teaching Strategies as evidenced by:

impact on student outcomes.

Page 9: Advising and Supporting Teachers

DebriefingThe teacher and the coach meet to discuss:

• Degree to which students have mastered the learning outcomes

• Effective Teaching Strategies used by the coach/teacher.

• Instructional adjustments the teacher made during the lesson

Page 10: Advising and Supporting Teachers

Feedback

The goal of feedback is to improve current situations without criticizing or

offending.

Should be:

• Descriptive rather than Evaluative (visible)

• Specific instead of general• Given as soon as possible • Realistic• Positive

Page 11: Advising and Supporting Teachers

Reflection

“The teacher cannot rely on either instinct alone or on prepackaged sets of techniques. Instead, she or he must think about what is taking place, what the options are and so on, in a critical, analytical way. In other words the teacher must engage in reflection.”

John W. Brubacher, Charles W. Case, and Timothy G. Reagan

Page 12: Advising and Supporting Teachers