Differentiated Supervision
- 1. Differentiating Supervision Principals’ and Leaders’ Roles
- 2. Analysis • Identify classrooms in • Describe in detail the your school that are observable students closest to full behaviors. implementation of your vision for learning. • Describe in detail the observable teacher behaviors.
- 3. Analysis • Identify classrooms in • Describe in detail the your school that must observable students change the most to behaviors. reach full implementation of your vision for learning. • Describe in detail the observable teacher behaviors.
- 4. Appraise • Consider one area of teacher practice that is crucial to your desired student achievement. Rank your classrooms along this continuum. 1 2 3 4 5 6 7 8 9 10 11 12 Most Full Change Implementation Needed
- 5. Analysis • Consider the bottom half of the implementation continuum. You might want to select one area… What skills do teachers in those classrooms need to internalize in order to obtain the student behaviors you desire?
- 6. Evaluation/Appraisal Select one skill set that you believe is most important. ________________ Rank teachers according to this system: • Unwilling • Unaware • Getting Ready • Started • Developing
- 7. Gordon’s Skill Development Ladder The Art of Teaching Unconsciously Unconsciously Talented Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled Gordon’s (1974) Skill Development Ladder
- 8. Analysis What is needed for the teachers at each spot ? • Unwilling • Unaware • Getting Ready • Started • Developing
- 9. What’s needed? Who provides it? EVALUATION Outside Criteria MENTORING SUPERVISION PEER COACHING Teacher’s Choice
- 10. KEY ELEMENTS •KNOWLEDGE •MODEL •PRACTICE •OBSERVATION WITH FEEDBACK •ONGOING COACHING Joyce and Showers
- 11. KNOWLEDGE • WHY RESEARCH FORMAL INFORMAL • HOW TO COMPLEX to SIMPLE
- 12. MODEL
- 13. PRACTICE • SAFE ENVIRONMENT • FEEDBACK • Twenty to thirty repetitions • over an eight to ten week
- 14. Two Opportunities for Observation with Feedback • Practice Environment: ex. Workshops • Classroom Situations: ex. Coaching
- 15. Joyce/Showers Research Figure 5.2 Training Components and Attainment of Outcomes in Terms of Percent of Participants — OUTCOMES — Components Knowledge Skill Transfer (thorough) (strong) (executive implementation) Study of Theory 10 5 0 Demonstrations 30 20 0 Practice 60 60 5 Peer Coaching 95 95 95 Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development
- 16. Learning Dip pg45
- 17. Understanding the Connection… In order to see the link between teacher behavior and student achievement let’s use an example of: • Higher Order Questioning Strategies
- 18. Examine the relationship between students and teacher in questioning
- 19. Higher Order Questioning: Skill Analysis • Teacher Student Response Behavior(T1) • Write questions into plans and start asking questions in class discussion
- 20. Higher Order Questioning: Skill Analysis • Teacher Student Response Behavior(T1) (S1) Confusion, Reluctant • Write questions to respond into plans and start asking questions in class discussion
- 21. • S1:Confusion, reluctant to respond; • T1 Write questions into plans and start • S2:Attempt to answer asking questions in posed questions; class discussion • T2:Continue asking, increase wait time, model thinking;
- 22. • T1:Write questions, • S1:Confusion, start asking; reluctant to respond; • T2:Continue asking, • S2:Attempt to answer increase wait time, posed questions; model thinking; • T3:Provides • S3:Successfully encouragement, responds; probing, pausing;
- 23. • T1:Write questions, • S1:Confusion, reluctant to start asking; respond; • T2:Continue asking, • S2:Attempt to answer increase wait time, model posed questions; thinking; • T3:Provides • S3:Successfully responds; encouragement, probing, pausing; • S4:Students debate; • T4:Withhold recognition for correct answers, cause students to assess each other and dialogue;
- 24. • T1:Write questions, • S1:Confusion, reluctant to start asking; respond; • T2:Continue asking, increase wait time, model thinking; • S2:Attempt to answer posed questions; • T3:Provides encouragement, probing, pausing; • S3:Successfully responds; • T4:Withhold recognition for correct answers, cause • S4:Students debate; students to assess each other and dialogue; • T5:Provide supportive and conflicting data; • S5:Students pose higher level questions;
- 25. Stud nt e Re p ns s so e Te c r a he Be vio ha r C ng s ha e
- 26. Professional Development in Teacher Behavior… …Leads to Student Achievement