The IS Tools for Instructional Supervision
- 1. Session 6: The IS Tools 26 Tools
- 2. ACTIVITY 1. Share an experience and practice on instructional supervision, then include the tool that you used during and after the instructional supervision.
- 3. Objectives: 1. Explore the 26 Instructional Supervision Tools 2. Classify the tools according to when and purpose of using each tool
- 4. Quantitative Approaches •I. Categorical Frequency Tools A. Teacher verbal behaviors B. Teachers questions C. Student on-task and off-task behaviors
- 5. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 1. Teacher Verbal Behaviors Diversity of Learners Content and Pedagogy Learning Environment Motivation Teacher-Learner Interaction Questioning/Answering Skills 2. Teacher Questions Planning, Assessing and Reporting Learning Environment Content and Pedagogy Questioning/Answering Skills Teacher-Learner Interaction 3. Student On-Task and Off-Task Behavior Content and Pedagogy Teacher-Learner Interaction Classroom Management
- 6. 1. Teacher Verbal Behavior Informat ion Giving Question ing Teacher Answering Praising Directio n Giving Correcti ng Reprim anding 1 2 3 4 5
- 7. Question Category Tally 5 min. Tally 10 min. Tally 15 min. TOTAL PER CENT COMMENTS Evaluation 1 1 2 7 Synthesis 0 0 Analysis ll 2 7 Applica- tion l 1 4 Compre- hension llll lll l 8 30 Knowledge llllll llll llll 14 52 me began: 2. Teacher Questions Questions Asked: Time Ended: Class:
- 8. STUDENT 9:00 9:05 9:10 9:15 9:20 9:25 9:30 Date: Time When Observation Began: 3. Student On-Task and Off-Task Behavior
- 9. Key: A= at task TK= talking P= Playing O= Out of seat OT= Off Task
- 10. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 4. Gardner’s Model for Performance Content and Pedagogy Diversity of Learners Motivation Teacher-Learner Interaction Questioning/Answering Skills 5. Hunter’s Steps in Lesson Planning Curriculum Content and Pedagogy Planning, Assessing and Reporting Learning Environment Community Linkages All parameters 6. Johnson’s and Johnson’s Cooperative Learning Learning Environment Diversity of Learners Teacher-Learner Interaction
- 11. Elements Response Observations Logical/ Mathematical Yes No N/A Bodily/ Kinaesthetic Yes No N/A Visual Yes No N/A Musical Yes No N/A 4. Gardner's Model for Performance Indicators
- 12. Interpersonal Yes No N/A Intrapersonal Yes No N/A Linguistic Yes No N/A Naturalistic Yes No N/A
- 13. 5. Hunter’s Steps in Lesson Planning Elements Response Observations Anticipatory set Yes No N/A Objective and Purpose Yes No N/A Input Yes No N/A Modeling Yes No N/A Checking for Understanding Yes No N/A Guided Practice Yes No N/A Independent Practice Yes No N/A
- 14. Elements Response Observations Explanation of academic and social objectives Yes No N/A Teaching of Social Skills Yes No N/A Face-to-face interactions Yes No N/A 6. Johnson and Johnson's Cooperative Learning
- 15. Position Interdependence Yes No N/A Individual Accountability Yes No N/A Group Processing Yes No N/A
- 16. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 7. Diagram of Verbal Interaction Curriculum Content and Pedagogy Learning Environment Classroom Management Teacher-Learner Interaction 8. Teacher’s Space Utilization Learning Environment Classroom Management 9. Feedback Learning Environment Diversity of Learners Responses of pupils Gestures of teachers affect the learning of pupils
- 17. T Sa Sf Sk Sz Su Sp Sb Sg Sl Sa1 Sv Sq Sc Sh Sm Sa2 Sw Sr Sd Si Sn Sa3 Sx Ss Se Sj So Sa4 Sy St 7. Diagram of Verbal Interactions
- 18. T Sa Sf Sk Sz Su Sp Sb Sg Sl Sa1 Sv Sq Sc Sh Sm Sa2 Sw Sr Sd Si Sn Sa3 Sx Ss Se Sj So Sa4 Sy St 8. Teacher’s Space Utilization
- 19. Jaime Renee Peter Michael Juan Natasha Frances William 9. Feedback
- 20. Legend: ~Pr= Prompted ~O= Positively Reinforced ~Pb=Probed ~E= Encouraged ~D= Discouraged Pupil
- 21. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 10. Teacher-Pupil Interaction Diversity of Learners Learning Environment Classroom Management 11. Child-Centered Learning Observation All domains Classroom Management 12. Non-verbal Techniques Diversity of Learners Teacher-Learner Interaction Classroom Management
- 22. Time: Student: Stephen Teacher: C. Roxas 9:05 9:13 9:18 9:30 10. Teacher-Pupil Interaction
- 23. • Were the children learning or thinking? • How were children treated? • What opportunities were provided for children to learn in different ways? • Who is the source of knowledge? • Were children talking to children? • Were children designing their own learning? • Who assesses learning? • What did we learn about the children? 11. Child-Centered Learning Observation
- 24. Nonverbal Technique Frequency Anecdotal Observations Proxemics Standing near Student/s Moving towards student/s Touching Student/s Moving about room 12. Non-verbal Techniques
- 25. Kinesics a. Affirmation Eye Contact Touching Smiling Nodding Open Arm movements B. Disapproval Frowning Stem Look Finger to Lips Pointing Arms Crossed Hands on Hips Nonverbal Technique Frequency Anecdotal Observations
- 26. Prosody Varies voice tone Varies Pitch Varies Rhythm Immediacy Response with warmth Nonverbal Technique Frequency Anecdotal Observations
- 27. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 13. Diversity Instruments Diversity of Learners Planning/Assessing/ Reporting Classroom Management 14. Strategies for Diverse Learners-Quantitative Diversity of Learners Learning Environment Classroom Management 15. Strategies for Diverse Learners-Qualitative Diversity of Learners 16. Team Teaching in the Inclusion (or General Classroom) Qualitative All Domains
- 28. Teacher Indicator Response Yes No N/A Comments Displays understanding of diverse cultures Displays personal regard for students of diverse cultures Uses instructional materials free cultural bias Uses examples and materials that represent different cultures 13. Diversity Instrument
- 29. Promotes examination of concepts and issues from different cultural perspectives Intervenes to address acts of student intolerance Uses “teachable moments” to address cultural issues Reinforce student acts of respect for diverse cultures Teacher Indicator Response Yes No N/A Comments
- 30. 14. Strategies for Diverse Learners-Quantitative Teacher Indicator Response Yes No N/A Comments Proximity to students Different ways of encouraging students Positive reinforcement techniques Modifications for individual children or types of learners
- 31. Teacher Indicator Response Yes No N/A Comments Use of children’s strengths Multiple ways in which lesson is unfolding Integration of grouping according to needs and skills Scaffolding of instruction
- 32. 15. Strategies for Diverse Learners-Qualitative - uses focused questionnaire How does the teacher encourage students? What positive reinforcement techniques does he or she use? What kinds of modifications for individual children or types of learners are evident? How does the teacher use the children’s strengths? Where are the students situated in the room and why?
- 33. Continuation… What are the opportunities for small-group work? How does the teacher adapt materials and instruction to different learning styles? What is the teacher’s proximity to students? How are the children interacting? What else is special about the treatment of the children?
- 34. 16. Team Teaching in the Inclusion (or General) Classroom- Qualitative _ usually includes a general and special education teacher; collaborative team teaching - needs performance indicator instrument to describe the teachers’ role 1. Describe the involvement of the general education teacher and the special education teacher with the whole class, with small groups and with individual children. 2. What is the role of each teacher? 3. Who attends to the individual needs of children? 4. What is the curricular role of each teacher? 5. Who attends to the individual needs of children? 6. How are the accommodations for children with special needs handles? 7. How is responsibility for children with special needs divided between the teachers?
- 35. No Tools NCBTS Domain Specific Teaching Learning Parameters 17. Accommodations and Modifications for English Language Learners Diversity of Learners Learning Environment Teacher-Learner Interaction Motivation Questioning/Answering Skills 18. Guided Reading Quantitative Diversity of Learners Personal Growth Teacher-Learner Interaction Classroom Management 19. Guided Reading Qualitative Content and Pedagogy Motivation Questioning/Answering Skills Teacher-Learning Interaction 20. Read Aloud/Story Time Learning Environment Teacher-Learner Interaction, Questioning/ Answering Skills
- 36. 17. Accommodations and Modifications for English Language Learners-Quantitative Accommodation Modification Was this element present? Yes No N/A What is this evidence? Teacher talk is modifies: slower speech, careful choice of words, idioms and expressions Teacher allows wait time and monitors teacher input vs. Students output Definitions and language are imbedded in content/context Real-world artifacts present that support comprehension Elicits and draws on student’s background to build prior knowledge Teacher uses non-verbal cues to support comprehension Class: _______________________________________ Date: ___________________________________ Time: __________________________
- 37. II. Balanced Literacy and Standards-Based Tools A. Guided Reading-Quantitative B. Guided Reading – Qualitative C. Read aloud/ Story Time
- 38. 18. Guided Reading-Quantitative Guided Reading Teacher Indicator Yes/NO/NA Comments/Examples MANAGEMENT Was the transition from the mini-lesson to group work implemented in an orderly fashion? Children for guided were told in advance that they would meet Were the other children on task while the teacher was in small group instruction? Teacher did not have to interrupt group to attend to other students until the very end of session, after about a 45-minute period Was the time allotted for the guided reading group appropriate? Guided reading session lasted for 47 minutes Recommended time is 15-20 minutes INSTRUCTION Was the text for guided reading introduced in a manner that provided needed support so that students could read independently and successfully? Genre-a biographical article, columns, and how to read them. Activated prior knowledge Nontext info-pictures, captions, list Were the children interested in and did they grasp concepts being taught? Girls seemed more interested than boys . Three out of 4 students were able to touch on the main idea Was the text appropriate for the group with respect to the level, content and interest? Level seemed too difficult. Interest-boys were not as interested as girls
- 39. 19. Guided Reading-Qualitative/ Teacher Tasks in Guided reading- Qualitative Selects appropriate text for small group instruction Helps children to think, talk and question through the story Teacher uses book, The Birthday Cake, written by Joy Cowley. Six students, 4 boys, 2 girls, receive a copy of the same book. They look at the cover of the book with curiosity and await teacher direction. The teacher encourages her students to take a “picture walk” through then story. As they preview the text, Amanda questions an illustration, and Mark questions some of the words in print. Teacher briefly discusses their concerns. Introduces story to the group as well as vocabulary concepts and texts features Allows small groups to read independently with minimum teacher support The teacher brings the students’ attention to new vocabulary words and to the ending punctuation. Children give the teacher sentences using the new vocabulary words. Teacher reviews telling sentences and question sentences. The teacher allows the group to read the book independently. She lends support rarely and her students read the whole book (12 pages) Provides or reinforces reading strategies and provides students with the opportunity to use the strategy Upon completion of reading the story, the teacher asks the students, “How many of you noticed the end of some sentences? Why are some sentences telling sentences and other question sentences?” Children are able to respond to teacher posed questions. The teacher encourages the children to reread the story, focusing on ending punctuation and pauses Records reflections on the students’ reading behaviors during and after reading Engages students in a brief discussion after reading the story The teacher logs their reading behaviors as they relate to the skill and fluency. After they read, she adds some quick notes. The teacher asks the students if they enjoyed reading the book. The students reply “yes”. She then asks what they enjoyed the most and why.
- 40. 20. Read Aloud/Story Time Teacher Behavior Yes No NA Comments/Examples Introduces book by showing cover and reading title. Encourages students to share thoughts about book based on these features. Teacher showed cover, asked who remembers what the book is about. Encourages with “what else?” Reads name/s of author and illustrator. Asks students to point to title, author, illustrator, and encourages discussion about these features. Teacher asks, “Who can tell me what the author does?” What the illustrator does? Introduces at least three words that will be in story by showing cards with words and pictures representing them. Teacher covers picture part of word cards and asks who remembers the word. Then shows picture. Attempts to capture/maintain students’ interest. Uses facial expression and changes in tone, pitch, and so on to represent different characters and emphasize words or facts. Teacher uses loud and soft voice throughout. Hesitates when vocabulary word appears, allowing children to fill in word. Involves children throughout the story by encouraging comments and questions Asks other children if they know response to classmate’s question “ What’s the squirrel doing?” Asks open-minded questions, such as What if? What would you do it? And so on, and provides wait time. When voluntary responses are limited, initiates discussion of facts, plot and/or characters. Teacher asks, “What would you do if you were a squirrel?” What do you think it feels like to roll around in those leaves? Involves children in extension activities by creating charts or other visuals, for example, T charts, story maps, words/ character webs. Evidence of extension; leaf rubbings, fall collages, KWL chart about fall Invites children to retell story in their own words (through pretending to read the book to the class, using puppets, etc.) Teacher asks, “Can you tell me something that happens in the fall? “What’s it like outside?”
- 41. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 21. NCTM Content Standard Quantitative Diversity of Learners Curriculum Content/Pedagogy Teacher-Learner Interaction 22. NCTM Process Standards Diversity of Learners Curriculum Content/Pedagogy 23. Accountable Task: A. Teacher Behaviors Keyed to A.T.- Quantitative Content/Pedagogy Learning Environment Social Regard for Learning, Planning/ Assessing/Reporting 24. Student Behaviors Keyed to A.T.
- 42. MATH TOOLS 21. NCTM Content Standard-Quantitative Geometry Students Can Response Observations Analyze characteristics and properties of two-and three-dimensional geometric shapes and develop mathematical arguments about geometrical relationships Yes____ No____ NA____ Specify locations and describe spatial relationships using coordinate geometry and other representational systems Yes____ No____ NA____ Apply transformations and use symmetry to analyze mathematical situations Yes____ No____ NA____ Use visualization, spatial reasoning and geometric modeling to solve problems Yes____ No____ NA____ Class: Date: Time:
- 43. 22. NCTM Process Standards Activity Category Tally Total Percentage Problem Solving Reasoning and proof communication Connections Representation Class: Date: Time:
- 44. III. Accountable Task Principle – classroom talk that is accountable to the learning community and to the academic disciplines is essential to learning. Four ways that students talk should be accountable: 1. accountable to the community (polite listeners) 2. accountable to knowledge (use evidence) 3. accountable to standards of reasoning 4. accountable to standards of reasoning appropriate to subject area.
- 45. 23. Teacher Behavior Keyed to Accountable Talk- Quantitative Teacher Indicators Response Observation Engages students in talk by: -Providing opportunities for students to speak about content knowledge, concepts and issues. -Using wait time/allowing silence to occur -Listening carefully -Providing opportunities for reflection on classroom talk Teacher consistently waited for students to answer. You could see her thinking about the response. At the end of the class, group reflectors reported on the process in their groups. Assists students to listen carefully to each classroom talk other by: -Creating seating arrangements that promote discussion -Providing clear expectation for how talk should occur -Requiring courtesy and respect -Reviewing major ideas and under standings from talk The class reviewed the guidelines for discusssion Before going into circles of small groups where a reflector and facilitator were chosen No time remained at the end of work.
- 46. Teacher Indicators Response Observation Assists student to elaborate and build on other’s Ideas by: Modeling Reading processes of predicting looking for key words, enganing prior knowledge and so on. Facilitating rather than dominating the talk Listening carefully Asking questions about discussion ideas and issues
- 47. 24. Student Behavior Keyed to Accountable Talk- Quantitative
- 48. 26 Instructional Supervision Tools No Tools NCBTS Domain Specific Teaching Learning Parameters 25. Detached Open- Ended Narrative Tool Diversity of Learners 26. Participant Open- Ended Observation
- 49. Qualitative Observation Tools observer records every person, event or thing that attracts his/her attention 25. Detached Open-ended Narrative Tool (also known as Selective Verbatim or Script Taping)
- 50. •Goal---describe, as objectively as possible, the key events and actions that occur. •Observer must try to choose what he or she believes is indicative of teaching and learning observed.
- 51. 26. Participant Open-ended Observation •A situation in which the observer partakes in the classroom activities •Observer may assist in the instruction by working with a group or helping individual students •Advantage: many insights may be culled from direct participation
- 52. APPLICATION Complete the statement. “Upon my resumption to school and my role as instructional leader, I hope to utilize (Name 1- 3 IS Tools) because (State purpose/reason).”
- 53. Behind every SUCCESFUL PERSON, there is SOMEONE, SOMEWHERE, SOMEHOW who CARES about his growth and development. This person is the MENTOR and this is YOU! 53
Editor's Notes
- #52: Notes: Kindly emphasize that these 26 IS Tools, together with the STAR form, may also be used to complement the Flash Visit Tool.