Leadership for Innovative Omani Schools in the 21st Century

1

Linking Evaluation to Coaching and Mentoring Models

2

NSDC Standards for Teacher Development1

Context Standards:

• Learning communities

• Leadership

• Resources

Process Standards:

• Data driven

• Evaluation

• Research based

• Design

• Learning

• Collaboration

3

NSDC Standards for Teacher Development1

Content Standards:

• Equity

• Quality teaching

• Family involvement

4

Context Standards1

Teacher development that improves the learning of all students:

• Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities)

• Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)

• Requires resources to support adult learning and collaboration. (Resources)

5

Process Standards1

Teacher development that improves the learning of all students:

• Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven)

• Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)

• Prepares educators to apply research to decision making. (Research-Based)

6

Process Standards1 (continued)

Teacher development that improves the learning of all students:

• Uses learning strategies appropriate to the intended goal. (Design)

• Applies knowledge about human learning and change. (Learning)

• Provides educators with the knowledge and skills to collaborate. (Collaboration)

7

Content Standards1

Teacher development that improves the learning of all students:

• Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity)

• Deepens educators' content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (Quality Teaching)

8

Content Standards1 (continued)

Teacher development that improves the learning of all students:

• Provides educators with knowledge and skills to involve families and other stakeholders appropriately. (Family Involvement)

9

The Three Essential Pieces of Effective Teacher Development2

1. Participant learners (teachers): needs and characteristics

2. Program: purposes, structure, content, process and follow-up

3. Organization: characteristics that contribute to or support effective staff development

Teachers

Program

Organization

10

The Three Essential Pieces of Effective Teacher Development2 (continued)

1. Participant learners (teachers): needs and characteristics

• Based on the principles of adult learning

• Offers increased knowledge and skills

• Includes reflective practice

• Includes exploration and investigation of improved practices

• Provides opportunities to work collaboratively with teacher colleagues

11

The Three Essential Pieces of Effective Teacher Development2 (continued)

2. Program: purposes, structure, content, process and follow-up

• Focused on improving classroom practice and increasing student learning

• Continuous learning, not a one-time seminar

• Embedded in the daily work of teaching, not separate isolated occasions

• Centered on crucial teaching and learning activities – planning lessons, evaluating student work and developing curriculum

12

The Three Essential Pieces of Effective Teacher Development (continued)

• Based on collaborative reflection and joint action

• Supported by modeling and coaching that teaches problem-solving techniques

• Includes follow-up

13

The Three Essential Pieces of Effective Teacher Development2 (continued)

3. Organization: characteristics that contribute to or support effective teacher development

• Strong and engaged instructional leadership on the part of the school principal

• A culture of collegiality

• A shared vision of the student improvement objectives

• A norm of continuous improvement applicable to all

• Time for classroom experimentation

• Innovative and coordinated management of funding and teachers' time

14

Types of Teacher Development Models2

• Individually guided teacher development

• Observation/Assessment

• Involvement in a development/ improvement process

• Training

• Inquiry

15

Types of Teacher Development Models2 (continued)

• Individually guided teacher development:

Individuals identify, plan and pursue activities they believe will support their own learning.

• Observation/Assessment:

Teachers are observed directly and given objective data and feedback about their classroom performance.

• Involvement in a development/ improvement process:

Teachers develop curriculum, design programs, or become involved in school improvement processes to solve general or specific problems.

16

Types of Teacher Development Models2 (continued)

• Training:

Teachers engage in individual or group instruction in which they acquire knowledge or skills.

• Inquiry:

Teachers identify and collect data in an area of interest, analyze and interpret the data, and apply their findings to their own practice.