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SUPERVISION
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Instructional Leadership Development Frameworkfor Data-driven Systems
QUALITYSTUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/Assessment
Supervision
ProfessionalDevelopmen
t
OrganizationalManagement
CULTURE
Communication and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement
SUPERVISION
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SUPERVISION
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SUPERVISION
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Premises
• The purposes of school are teaching and learning.
• Teaching is a skill that can be improved and teachers are at different developmental levels.
• Supervision focuses on assisting, supporting, and collaborating with teachers to enhance their repertoire of skills to improve student performance.
• Professionals have the expertise and the responsibility to help other professionals grow.
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“Supervision is assistance for the improvement of instruction. This definition allows supervision to be viewed as a function and process rather than a role or position.”
—C. Glickman, S. Gordon, and J.Ross-Gordon
—Supervision of Instruction
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“Supervision is not the act of instructing students—that is, teaching—but rather the actions that enable teachers to improve instruction for students.”
— C. Glickman, S. Gordon, and J.Ross-Gordon
— Supervision of Instruction
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• Decisions based on assumptions rather than data
Increase
• Directive leadership
• A lack of focus on instruction
• Supervisor as expert who knows what is best and how to fix it
• Little involvement in decisions regarding curriculum/teaching strategies
• Collaborative leadership
• A focus on the learning of all students
• Supervisor as mentor/facilitator who encourages self-direction among staff
Decrease• Data-driven decisions
• High involvement in decisions that impact student learning
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Objective
1. Understand and apply developmental supervision concepts:
• Make informed decisions• Provide quality feedback• Provide sustained support• Identify different developmental
levels of teachers
2. Understand and utilize a variety of supervisory tools.
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Continuous Improvement Process Moves the Campus Toward the Vision
Where your campus is
Where your campus needs to be
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Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
Quality
StudentPerformance
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1. Make informed decisions
Key Concepts for Developmental Supervision
• Data collection
• Data analysis
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Data Collection Data Analysis
As a supervisor on a campus, how could you collect data?
What does the data help the supervisor identify?
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Data Collection• Walk-throughs• Third-party information• Student data• Meetings• Lesson plans• Observations• Teacher reflections• Notes to parents• Other
Data Analysis• Identify strong
instructional models, attributes, and strategies
• Identify areas of concern
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2. Provide quality feedback
Key Concepts for DevelopmentalSupervision
• Informal• Notes• Conversations• Walk-throughs
• Formal • Conferences• Documentation
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3. Provide sustained support
Key Concepts for DevelopmentalSupervision
• Plan for growth• Professional
development
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Data
Collection OngoingFeedback
SustainedSupport
PressureSupport
Instructional Leadership Process
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Instructional Leadership Process
Data
Collection OngoingFeedback
SustainedSupport
Form
ativ
e C
onfe
renc
e
Wal
k-T
hrou
ghs
Thi
rd-P
arty
Inf
o.
Mee
tings
Les
son
Plan
sPr
eobs
erva
tion
Con
fere
nce
Obs
erva
tion
Post
obse
rvat
ion
Con
fere
nce
Tea
cher
Ref
lect
ion
Dep
t. / G
rade
Pla
nnin
gFo
llow
-up
Con
fere
nce
Sum
mat
ive
Con
fere
nce
Cam
pus
Pla
nnin
g
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Establishing High Expectations
• Establish high expectations for the presence of each of the four critical elements in each and every classroom.
• Monitor for the implementation of each of these elements.
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Establishing High Expectations
Thinking at High Cognitive Levels
Addressing Varied Needs
Assessing Student Progress
Alignment of Learning Objectives
Observations (Walk-throughs and Formal)
Plans and Planning
Samples of Student Work
Teacher/Supervisor Conferences/Conversations
Open-ended Questions, Analysis Activities
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Supervisory Styles
• Supervisory beliefs inventory• Behaviors with individuals
• Directive control• Directive informational • Collaborative• Nondirective
• When to use
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Supervisory Styles Jigsaw
1. Number one to four.
2. Read the description that corresponds to your assigned supervisory style.
3. Highlight key ideas for a 3-minute presentation.
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Supervisory Styles
Dire
ctiv
e C
ontr
ol
Dire
ctiv
e In
form
atio
nal
Col
labo
rativ
e
Non
dire
ctiv
e
Extent of Teacher Self-direction
Ext
ent
of S
uper
viso
r D
irect
ion
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Discuss at your table:
1) a teacher who would benefit most from non-directive style,
2) a teacher who would benefit most from collaborative style,
3) a teacher who would benefit most from directive informational style, and
4) a teacher who would benefit most from directive control style
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Developmental SupervisionProcess for a Formal Observation
• Preconference• Data collection: Observation data• Data analysis: Observation data
• Plan conference• Conduct conference
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Purpose of a Preconference
• Build a professional collaborative relationship
• Develop communication
• Discuss the expectations of the observation
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Preconference
• Set the stage
• Solicit input from teacher about the class• Planned objective(s)• Demographics• Special needs of students• Targeted area for feedback
• Share expectations
• Clarify questions and concerns
• Discuss logistics
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Video Clip
What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful?
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Cheryl Kelley
Unique to Cheryl
Unique to Kelley
Com
mon
alit
ies
Comparison of Preconferences
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Data Collection/Observation
Components of data collection:
• What is said?
• What is happening?
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Data Collection Activity
Observe Cheryl teaching.
Collect specific data of what is being said and what is happening.
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Data Analysis: Observation Data
• Did you record some language?
• Did you record what was happening?
• Are your notes nonjudgmental?
• Do you have evidence of student learning?
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Data Analysis: Observation Data
Nonjudgmental • factual • specific• observable teacher behavior• observable student behavior• objective
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• What are some perceived strengths observed? Evidence?
• What are your concerns? Evidence?
• What are some potential developmental suggestions?
Data Analysis: Observation Data
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Developmental Suggestions:
Strengths:
Concerns:
Evidence Implications
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Plan Postobservation Conference
• Reflect on the data.
• Identify the objective.
• Plan supervisory style/behaviors.
• Develop potential questions.
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Plan Postobservation Conference
• Study Supervisory Behavior Continuum on pp. H-S-19–20.
• Identify supervisory behavior of the principal.
• Examine behaviors that influence teacher’s actions.
• Identify the teacher’s level of development, expertise, and commitment.
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Conduct the Postobservation Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.• Develop plan of action collaboratively.
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Activity
• Objective of the conference• Steps observed• Data shared• Principal’s questioning techniques
and specific questions asked
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Developmental SupervisionProcess for a Formal Observation
• Preconference
• Data collection: Observation data
• Data analysis: Observation plus other
• Plan conference
• Conduct conference
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Data Collection: Observation Data
Components of data collection:
• Scripting: What is said?
• Describing: What is happening?
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Data Analysis/Application
• Did you record some language?
• Did you record what was happening?
• Are your notes nonjudgmental?
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Plan Postobservation Conference
• Study the data.
• Plan supervisory style/behaviors.
• Identify the objective.
• Develop potential questions.
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Conduct the Postobservation Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.
• Develop plan of action collaboratively.
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Plan Kelley’s Postobservation Conference
• In your triad, role-play a postobservation conference.
• Person #1: principal
• Person #2: teacher
• Person #3: observer
• The principal will use documentation, data, and observation notes to conference with Kelley.
• After the conference, the observer will provide feedback on what he/she heard and saw in the conference.
• Observer’s role is nonjudgmental.
• Observer should not offer criticism or suggestions.
• The observer moves clockwise to a new group.
• Observer becomes the principal.
• Teacher becomes the observer.
• Principal becomes the teacher.
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Postobservation Conference Video
• What style did the principal use?• What directives did she give?• Identify some commonalities between
your conferences and the video conference.
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Instructional Leadership Process
Data
Collection OngoingFeedback
SustainedSupport
Form
ativ
e C
onfe
renc
e
Wal
k-T
hrou
ghs
Thi
rd-P
arty
Inf
o.
Mee
tings
Les
son
Plan
sPr
eobs
erva
tion
Con
fere
nce
Obs
erva
tion
Post
obse
rvat
ion
Con
fere
nce
Tea
cher
Ref
lect
ion
Dep
t. / G
rade
Pla
nnin
gFo
llow
-up
Con
fere
nce
Sum
mat
ive
Con
fere
nce
Cam
pus
Pla
nnin
g
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Follow-Up Conference
Based upon the directive from the principal to Kelley in the postobservation conference, discuss the follow-up conference to be conducted on Friday.
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Plan Summative Conference
• What additional data is needed?
• What are your responsibilities between the formal observation and the summative conference?
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Getting to the Summative Conference
Be prepared to:
•Share/discuss data gathered.
•Identify common understandings.
•Discuss future goals and professional development.
•Provide ongoing feedback.
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Self-Assessment/Reflection
• Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement?
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“The only way we’re going to get from where we are to where we want to be is through staff development. . . When you talk about school improvement, you’re talking about people improvement. That’s the only way to improve schools.”
—Ernest Boyer—Principal as Staff Developer
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Instructional Leadership Development Frameworkfor Data-driven Systems
QUALITYSTUDENT
PERFORMANCE
ETHICS AND INTEGRITY
Curriculum/Instruction/Assessment
Supervision
ProfessionalDevelopmen
t
OrganizationalManagement
CULTURE
Communication and Community
Partnerships
Learner-Centered High Expectations
Collaborative Continuous Improvement
SUPERVISION