Professional Development School
Supervisor Orientation
Becky Hawbaker
Lori Smith
John Henning
August 22, 2008
Introductions
• K-12 teaching experience
• Connections to UNI teacher education
• Why you said yes to being a supervisor in our
PDS
Objectives for Today
• To give you a general overview of the role of
the supervisor.
• To share resources and information that will
assist you.
• To meet and collaborate with other
supervisors and UNI faculty involved in the
PDS.
What are Professional
Development Schools?
• Professional Development Schools are innovative
institutions formed through partnerships between
professional education programs and P-12 schools.
• Their mission is to work in collaboration to
improve the preparation of new teachers, to
support the professional development of current
teachers and their inquiry directed at the
improvement of practice, and to enhance student
learning.
What is the purpose of this pilot?
• To strengthen relationships and collaboration
between UNI and area school districts.
• To explore a PDS model for the Cedar Valley
context
• To study the expansion of field experiences in
PDS partner schools and the impact of added
university supervision on field experience quality
• To enhance professional development
opportunities for teachers and increase student
achievement
*NCATE Standards: Learning Community; Accountability/Quality Assurance; Collaboration;
Diversity/Equity; and Structures, Resources, & Roles.
Which Schools Are Involved in
the PDS?
2007-2008 [Supervision schools]
•Cedar Falls High School
•Hansen Elementary
•Central Middle School
•Edison Elementary
2008-2009
•Cedar Heights, Orchard Hill, Peet Junior High
•Poyner, Lowell, Logan Middle School, East High
Which UNI field experiences are
part of this pilot?
• Level 1: an exploration of teaching, becoming familiar
with all of the different elements of teaching, and
determining the student’s suitability for teaching (30 hours,
observation, usually one day/week, students will complete
a project)
• Level II: becoming familiar with the fundamental aspects
of teaching such as planning, instructional strategies,
assessment, and reflection. (25 hours, usually 3-5
days/week and 4-week sessions, participation, students
must teach two lessons and teacher work sample, case
studies, reflection papers)
• Level III: becoming increasingly sophisticated with
pedagogy within a specific content area. (hours and reqs
vary by content area)
Which UNI professors are part of
the PDS this semester?
• Level 1: Kerri Clopton, Katheryn East, Melissa
Heston
• Level 2: John Henning
• Level 3: Lynne Ensworth, Donna SchumacherDouglas
What is the general role of the
supervisor in our PDS?
• The ‘guide on the side’ who assists and supports
both the UNI student and the mentor teacher,
ensuring mutual benefit and professional growth.
• Big Idea: build relationships, maximize the
positive impact of the field experience
Make it
work
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Coach
Mentor
Advisor
Evaluator
Motivator
Critical
Friend
• Supporter
• Illuminator
• Elaborator
What are some of the specific
roles of the supervisor?
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Assisting with schedules and placements
Orientation attendance and assistance
Observing
Coaching and Encouraging Increased Interactions
Conferencing and Assisting
Journaling
Communicating and Addressing Concerns with Students
Evaluating
Working with and supporting the teacher
Orientation, Schedules, Placements
• Site Coordinators at each school organize
orientation events. Ideally, this is where the
students meet their mentor teacher and
supervisor, nail down their placement
days/times, and learn about the school
community.
• Before orientation, you will prepare and
distribute information folders for each teacher
which usually includes an introduction letter,
the field experience overviews, and evaluation
information (L2s) .
Orientation, Schedules, Placements
(con’t)
• At orientation, you will introduce yourself,
briefly explain your role, distribute a syllabus
and information cards, and assist with resolving
placement conflicts.
• After orientation, you will collect the
information cards and meet briefly with the other
supervisors to finalize your student assignments
and will communicate the information to Becky.
Known Orientation Dates
• Cedar Falls High School: September
9th, 3:30 p.m
• Central Middle School: September
10th, 2:45 p.m.
Observing
• You will observe each student 3-4 times in the classroom
• You’ll use a triplicate form to write descriptive observation
notes and reflections. These notes serve to scaffold, focus,
and direct the student’s observations.
• Be very careful that the tone or content of your notes are
not evaluative regarding the teacher.
• You’ll leave a copy of your notes with the student and the
teacher.
• After observing for 20-30 minutes, most supervisors would
conference with the student 1:1.
Coaching and Encouraging
Increased Interactions
• Student: help the student to frame observations
around looking for ways to contribute to the
classroom, looking for needs. Direct them to learn
all the students’ names and to identify and address
their needs. Demonstrate/model what you mean.
• Teacher: encourage them to facilitate interactions
by creating opportunities for individual/small
group learning, sharing class list/seating chart,
sharing lesson plans or texts, information on
student needs.
Journaling
• Direct the students to journal with you at least once a
week. It is easiest to do this by email.
• Last year’s supervisors developed a list of “20 questions”
used as journal prompts, but you are welcome to adapt
these.
• The purpose of the journaling is to encourage reflection,
connections, and questions by the student.
• Respond to the journal by answering questions, elaborating
on the connections made, and recognizing and reinforcing
reflection.
• If you aren’t able to visit and conference in person as
often, try to do this via email and the journal.
• Support Email templates for Level 2s
Communicating and Addressing
Concerns with Students
• Communicate the Concern early
• Assist the Student and monitor their progress
more closely
• Record and Report the concern through formal
processes when appropriate (Notification of
Concern)
• Evaluate with caution
Conferencing and Assisting
• You are likely to have short, informal conferences
as well as more formal planning or evaluation
conferences with the students.
• The focus is on reflecting together on how the
student is learning and progressing in the
experience and assisting them with assignments
related to the experience.
Evaluating
• At the end of the experience, you will participate
in the evaluation of the student, ideally in a 3-way
conference with the teacher.
• Level 1 evaluation [paper]
• Level 2 rubric [electronic/paper]
• See evaluation section of PLS L2 Guide for
further assistance
What are the joys of being a
supervisor?
• Making a difference for the students and their
development as educators
• Making a difference for the teachers and providing
more support for them
• Experiencing teaching and schools in new ways,
seeing variety of classrooms
• Learning more about UNI, contributing to
improvements in the program, being a teacher
educator
• Having a way to share experiences and talents
• Meeting new people
What are the frustrations of being
a supervisor?
• Things change all the time, there are always
unknowns.
• Role definitions are somewhat sketchy, evolving,
and overlapping.
• Authority is limited.
• University culture/School culture.
• Last year: wide variation in expectations for Level
1 students from professors [to be addressed this
year].
Diving in…
• Reviewing existing resources
• Adapting and creating resources
-introduction letter to teachers, folders
-syllabus or guide for students
-weekly email
• Practicing with the observation form
• Discussing placements, ‘caseload,’ and school
assignments