formative supervision. at the end of this class participants will have a better understanding of the...
TRANSCRIPT
At the end of this class participants will have a better understanding of the processes of formative supervision and will improve their skills in lesson analysis and post-observation planning.
OBJECTIVE
GOALS FOR
• SUPERVISION
– To improve instruction to increase the probability of student learning.
• EVALUATION
– To assess and improve professional performance.
Supervision Vs. Evaluation
• Improve Instruction Personnel Decisions• Formative Summative• Dialogue Monologue• Expertise of Supervisor Position of Evaluator• Ongoing Terminal• Descriptive Judgmental• Specific General• Supportive Determinative
I. Teacher Notification
• This process is to be used with the teacher who can be rated from mediocre to excellent.
• The poor to marginal teachers require other interventions.
I. Teacher Notification
• The goal of formative supervision is the improvement of instruction.
• The teacher, as a willing partner in the process, should always not only be informed of but should agree to the date and time of each observation.
II. Pre-conference
• Purpose is generally to find out the lesson objectives and planned educational strategies of the teacher.
II. Pre-conference
• Optional – If you can’t figure out the objectives at the start of the lesson, how will the kids? Your time is too valuable to be spent pre-conferencing
III. Observe the Lesson
– Plan to stay for the whole lesson if this is an initial visit.
– (follow-ups to verify corrected teacher behaviors can be shorter).
C Data Capture
• 3. Topical – record examples of Standards, Principles of Learning, teaching Methodologies, etc. as they are observed
B. Answer the following questions:
• 1. Standards– a. Did the teacher select objectives and
instructional activities at the correct level of difficulty for the students?
– b. Did the teacher teach to the intended objectives?
– c. Did the teacher monitor the learning and adjust the teaching if necessary?
2. Did the teacher correctly use the Principles of Learning?
• ( NOTE: An excellent lesson does not necessarily require that all of the Principles be present) Provide documentation from the Data Capture.
Principles of Learning
• a. Anticipatory Set
• b. Motivation
• c. Active Participation
• d. Transfer
• e. Reinforcement
• f. Retention
• g. Closure
C. Circle 1 to 3 items above that in your estimation were most responsible for increasing the probability of student learning.
D. Circle 1 to 2 items above or note the absence of the items that in your estimation were most responsible for impeding student learning.
V. Planning the Post-Observation Conference
• A. Develop a plan for your lesson for one– 1. Write conference objectives in behavioral
terms for the one to three items that increased student learning.
– 2. Write conference objectives in behavioral terms for the one or two items that impeded student learning.
3. Plan conference introduction
• a. Write a statement of greeting that sets a positive feeling tone. (Hi line – feel fine).
• b. Plan to review the conference sequence for the teacher.
4. Complete the lesson diagnosis
• a. Write an open-ended question that will give the teacher an opportunity to reflect on the instructional skills that promoted student learning.
• b. Write a question(s) that narrows the focus to the skill(s) to be reinforced in the conference
Complete the lesson diagnosis
• c. Write an open-ended question that will give the teacher an opportunity to reflect on the instructional skills that did not promote student learning.
• d. Write a question(s) that narrows the focus to the skill(s) to be taught in the conference
5. Teacher Reinforcement
• a. Point out examples of the skill(s) to be reinforced from the Data Capture.
• b. Write a statement that recommends the continued use of that skill(s) and explains how its continued use will assist student learning.
6. Teacher Growth
• a. Point out examples of the skill(s) to be added or improved from the Data Capture.
• b. Write a statement that recommends the use of that skill(s) and explains how its use will assist student learning.
B. Plan the follow-up
• 1. Develop a question that assists the teacher in determining how much time is needed for independent practice before your next observation.
• 2. Develop a question that decides the time and date of the next observation.