University Supervisor 101For the novice or

beginning supervisorPresented by: Norma Boakes, Program Coordinator

First, a little reflection….

Below are the major items that as a supervisor you have to deal with as part of your role….

• Collaborating w/school partners

• Timing and pacing of observations

• Written feedback and scoring

• Navigating the paperwork

• Coaching/mentoring the student teacher

If you had to rank them from easiest to most challenging, what order would they be in and why?

Gateway

• Gateway to NJ Teaching Profession (0 credits)

• Praxis Core or Equivalent

• 2.75 GPA (3.0 as of 9/15)

Intro

• Practices & Techniques (4 credits)

• Introductory Fieldwork (80 hours, 2 credits)

• Literacy Development (elem only- 3 credits)

Intermediate

• Curriculum & Methods (4 credits)

• Intermediate Fieldwork (80 hours, 2 credits)

• Methods LAL & Math (elem- each 2 credit courses)

• Reading in the Content Area (3 credits)

Student

Teaching

• Student Teaching

• Student Teaching Seminar

What should be in a student’s teaching toolkit…

• Knowledge of instructional models• Exposure to various assessment strategies• Experience teaching lessons (small and whole group)• Varied grade level experience• Methods of teaching linked to certification area• Concept of differentiation and adapting instruction

for diverse learners• Familiarity with Danielson Framework and rating

system

A student’s tools are only as good as the investment made in learning them!

Working with the Student Teacher

• Communicating regularly

• Arranging visits

• Reviewing lessons before visits

• Observing teaching

• Regular conferencing on progress

• Advising and coaching on good practices

• Encouraging self reflection & goal setting

Working with the Mentor Teacher

• Acclimating to Taskstream & evaluation structure

• Regular conversation during visits to gauge student progress

• Coordinating visits to classroom

• Addressing concerns raised

• Tracking and reviewing cooperating teacher observations

Your best guide to get you started….

http://tinyurl.com/TEDUSupervisor

The Evaluation Process in a Nutshell

In your handbook

Capturing student teacher’s abilities

College supervisor

• Meet & Greet

• 3 formal observations

• Midterm evaluation (after 3rd visit)

• 3 formal observations

• Final evaluation (after 6th visit)

Mentor teacher

• 2 formal observations

• Midterm evaluation

• 2 formal observations

• Final evaluation

Student teacher

• 3 lesson plans & post-reflections

• 3 lesson plans & post-reflections

• SGO (done as part of seminar course)

Importance of Student Teaching Performance Data

• Serves as evidence of student teacher performance

• Mirrors typical teacher evaluation process

• Key element of program accreditation

Forms and evaluations are more than just paperwork. They serve as an important program assessment tool!

Evaluating your student teacher

A free PDF version can be found at the Danielson Group website!

Getting acclimated to Danielson Framework

In your assigned groups, review your assigned domain. Read enough to be able to:

• Offer a general description of what the Domain entails

• What each of the “components” are

• What you might use to evaluate this domain as a supervisor

• In Lesson Plans – description of students, instructional objectives, assessments, activating, cognitive, and summarizing strategies, materials, and potential misunderstandings

• Lessons based on current best practice • Methods of assessing each goal found in pre-planning

Domain 1: Planning and Preparationa. Demonstrating knowledge of content

and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments

• Teacher establishes relationships with each student• Teacher encourages students to take intellectual risks and be creative• Nature of the interactions and tone of conversations with and among

students reflect they are interested in and value learning and hard work.• Evidence in the classroom – teacher explains, re-teaches and implements

procedures• “Withitness” is apparent in that the teacher is always aware or what is going

on and uses this awareness to influence student behavior through redirection and proximity

• Rules are clearly and consistently applied (no favoritism is evident) • Materials are accessible; teaching aids, boards, charts, projectors,

computers are skillfully positioned and utilized• Spaces for reading, quiet and noisy activities are provided

Domain 2: The Classroom Environmenta. Creating an environment of respect and

rapportb. Establishing a culture for learningc. Managing classroom proceduresd. Managing student behaviore. Organizing physical space

• Language is audible, legible; correct usage, spelling, etc. is apparent• Teacher carefully chooses words, using rich vocabulary for students to model• Questions engage students in an exploration of content, are not rapid fire, low level,

recitation of facts• Teacher stays on topic, uses follow-up, rephrases and applies what students contribute or

pose• Teacher promotes problem-solving; permits choice, encourages depth-find patterns, tests

hypotheses, requires thought; is relevant and authentic• Teachers uses of examples and metaphors that illustrate new learning; teacher connects

with student knowledge, interests and culture• Effective feedback that is specific, descriptive, understandable; ……• Comments give students info needed to adjust what they are doing and get better at it or

solve a problem; it provides time to think and reflect; performance is related to standards• Change provides for needs specific learners (visual, auditory, slower, brighter, etc.)• Teacher abandons lesson all together or coordinates with a spontaneous event

Domain 3: Instructiona. Communicating with studentsb. Using questioning and discussion

techniquesc. Engaging students in learningd. Using assessment in instructione. Demonstrating flexibility and

responsiveness

• Look at how paperwork is maintained, i.e. worksheets, tests, records of “homeroom” tasks, permission slips, lunch, classroom inventories and reports.

• Is open-minded and willing to adopt new approaches• Sets long-term goals and takes responsibility for own professional

growth

Domain 4: Professional Responsibilitiesa. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional Communitye. Growing and developing professionallyf. Demonstrating professionalism

SupvObservation

1

SupvObservation

2

SupvObservation

3

Mentor TObservation

1

Mentor TObservation

2

Midterm Eval

SupvObservation

4

SupvObservation

5

SupvObservation

6

Mentor TObservation

3

Mentor TObservation

4

Final Eval

Quantitative & qualitative

Quantitative & qualitative

qualitative

qualitative

Meet & Greet

Danielson in Student Teaching

It’s in the observations you do

The evaluations at mid- and end of experience

And in the mentoring & guidance along the way!

Documenting performance

Don’t worry! Short video tutorials will show you how this works!

Observation Process

Observation

Post-conference

Pre-conference

As part of your role as supervisor, you will follow a process at each visit to support your student teacher’s development as you observe.

You will also want to keep me in the

loop along the way!

Mentor Teacher

Steps and the documentation of an observation

• STEP 1- Pre-conference

– Lesson posted on Taskstream is reviewed before observation

– You provide feedback on this lesson within Taskstream

– This, along with any conversation prior to observation, serves as evidence of Domain 1

A quick look at Stockton’s lesson plan format….

Take a moment to review the lesson sample. Pay particular attention to:

• Various sections

• Kind of detail provided

• Formatting and structure

A good lesson is one that reflects a student’s capabilities in Domain 1!

A few lesson plan reminders

• Students have spent TWO semesters mastering this skill• TEDU emphasizes the importance of thorough planning• These lessons are considered “exemplars” and should

showcase their ability in Domain 1 • These lessons are not the “realistic” ones that teachers

write and there’s a good reason why.• A thorough lesson should leave you with very few questions

to ask!• *Provide feedback using Taskstream to help guide and

further develop lessons• All formally observed lessons (mentor or for you) should be

using this format!

• STEP 2- Observation– Observe the student

teacher delivering the lesson

– Script what you see focusing on elements of Danielson

– Write summary statements for Domains 2 & 3 on the observation form based on evidence collected

• STEP 3- Post-conference– Meet with student teacher

and mentor teacher to discuss what was observed

– Discuss all items relevant to Domain 4

– Complete rest of formal observation form and submit to student via Taskstream

Observations should….

• Be specific focusing on strengths and areas for improvement

• Be directly tied to observation or evidence• Include “Danielson words” to help identify

performance level w/o giving a score• Build on the previous observations, noting any growth

or lack of growth since last observation made• Link clearly to the midterm and final evaluations.

Observational comments form a PATTERN. (ie. It should be clear WHY a student gets a 1 or 2 at the time of summative evaluation by reading previous comments)

• **Consider mentor teacher input

Sample University Supervisor Observation Forms

Two samples are provided to give you a feel for how you might approach documentation for observations. • Compare and contrast the two formats.• Consider how well it conveys performance of the

student teacher.• Can you find strengths and/or areas for growth

indicated?• Is there anything you can do during or prior to

your visit to make sure you get all the information you need?

Pacing and Tips

• Keep track of visit dates including date to submit lesson plan

• At each observation, look for a different component(s) of Danielson

• Review Danielson rubric before visits to refresh what you are looking for

• If in doubt, ask us!

SupvObservation

1

SupvObservation

2

SupvObservation

3

Mentor TObservation

1

Mentor TObservation

2

Midterm Eval

SupvObservation

4

SupvObservation

5

SupvObservation

6

Mentor TObservation

3

Mentor TObservation

4

Final Eval

Quantitative & qualitative

Quantitative & qualitative

qualitative

qualitative

Meet & Greet

Practicing observations

https://www.youtube.com/watch?v=jzq-kuyhiqs

If time!

Mentor Teacher Observation Form

The mentor teacher will also complete formal observations of the student teacher. However the format and structure is a little different. Review the sample provided….

• What is the difference between theirs and yours?

• Why do you think that is? • How can you ensure mentor teacher

input is captured beyond their observations?

Midterm & Final Evaluation

• Serve as a summative review of all work completed up to that point.

• Reflects all formal observations completed (yours & the mentor teacher)

• Provides level of performance using Danielson Framework rubric…– 1 unsatisfactory (I like “developing”)

– 2 basic

– 3 proficient

• Indicates strengths and areas for growth

Hey! These can help determine level of

performance!

What can you do during formal

observations to help with this summative

evaluation?

Navigating Taskstream

Go to www.taskstream.com and log in!

*Students must submit lessons to begin your documentation of formal observation!

Looking at lesson plans…

*Same look as supervisor*Teacher-friendly evals vs qualitative version*And again….students must submit lessons to start observation evaluation!

Take a moment to discuss your role as a university supervisor. Be ready to comment on:

• Key tasks you complete

• Collaborating that’s likely to take place

• Something you gleaned from today’s training

What if there are issues?

• Seek advice from us

– Me- evaluation & Danielson

– Assistant Dean (Pam Vaughan, soon to be John Gray)- difficulties w/student teachers

– Jeanne DelColle- coop teacher concerns, Taskstream, and logistics of term

– Other supervisors!

• Tell us early if the student is struggling