Supervision For Learning
Field Guide
Learner-Focused Dialogue: Follow-up Field Guide
To clearly understand the term and purpose of “learner-focused dialogue” to develop strategies
that will assist with learner-focused dialogue to utilize evidence to encourage discussion about
the learner.
Supervision For Learning
Field Guide
Table of Contents
Learner-Focused Dialogue: Follow-up Field Guide
A.
Introduction
Effective Professional Learning: Using this Package… 3-5
B.
Presentation Package
Facilitators Agenda…………...................……………………..6 - 9
Participants’ Agenda ……………………………………………….10
C.
PowerPoint
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PowerPoint Slides numbered……………….PP1 – PP17
D.
Appendices/Activities…………...............................................11 – 28
E.
Resources ……………………………………………………………………….29 - 31
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Supervision For Learning
Field Guide
Learner-Focused Dialogue: Follow-up Field Guide
The British Columbia Principals’ and Vice-Principals’ Association would like to
thank the committee of practicing principals and vice-principals in addition to Dr.
Bruce Beairsto for contributed hours of their time to the research and
development of the Supervision For Learning Field Guides.
Supervision For Learning Committee
Chair Person
Don Boyd
Committee Members
Jessica Antosz
Beverly Forster
Carmen Barber
Jennifer Gardner
Liz Bell
Leanna Garner
Cale Birk
Read Jorgensen
Daniel Blais
Kevin Leach
Woody Bradford
Laird Ruehlen
Gaila Erickson
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Special recognition and thank you to Dr. Bruce Beairsto
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Learner-Focused Dialogue
Effective Professional Learning
Suggestions for How to Use this Package
The purpose of this Field Guide is to provide materials and activities which will encourage
dialogue and discussion about Supervision For Learning.
The activities and resources are intended to:
1.
2.
3.
4.
5.
6.
Prioritize the learning
Foster inquiry
Facilitate the dissemination and sharing of knowledge
Inspire engagement in Supervision For Learning
Encourage a partnership in learning
Improve learning, teaching and leading in school systems
In implementing professional improvement Ron Ferguson of Harvard University, shares several
strategic actions that will foster sustained success:
1.
2.
3.
4.
5.
6.
Select ideas that foster trust not mistrust
Ensure shared leadership
Plan, initiate and implement in ways that inspire
Support ongoing implementation
Recognize, celebrate and reward accomplishments
Sustain coherence
The following steps will support the implementation of this professional learning package:
1. The package is divided into 4 sections, each designed to be about 30-35 minutes long.
2. Appoint a member to become the Lead Facilitator and coordinate the session or
sessions.
3. You can work alone or with a committee to organize the delivery of the sessions.
4. The Lead Facilitator or committee should choose the dates, locations and times and
send out an invitation to your targeted audience.
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Learner-Focused Dialogue
Suggestions for Use of this Package - Continued
Facilitator
Resources, Materials and Preparation
Timing
Read the package and decide
how you want to present
materials in your community,
district and / or schools.
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Book your location
Email invitation
Collect all materials
Order AV: laptop, LCD projector, speakers,
screen, lavaliere, flipchart and stand, tape
2 – 3 weeks before
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Materials to bring:
o Chart paper
o Large post-it-notes
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Review materials (dry run) prior to the
presentation
Make name tags
Order catering
Room setup (sessions need tables of 4 – 5 people)
Assemble all participant / facilitator materials
(create sample package)
Enjoy the day
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1 week before
Day of
presentation(s)
Plan to be ready a half hour prior to your session
15 minutes before the end of the day, have a
discussion on next steps and where this will fit in
future sessions
If you are dividing this package into a series,
suggest to participants a variety of opportunities
to use some of the ideas and one particular piece
that can be tried alone or with a partner and
reported on at the next session
Give people time to complete the Feedback Form
and have a formal closing
Debrief with the planning committee, using the
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facilitator evaluation form
Mail feedback forms to:
Gaila Erickson
Manager, Professional Learning
BCPVPA
#200, 525 West 10th Avenue
Vancouver, BC V5Z 1K9
Thank you for helping to make Supervision For
Learning a continued success.
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Learner-Focused Dialogue
Facilitator’s Agenda - 4 hour Program
Time
Instructions
Individual preparation for
first session
Activating and Engaging: Preparing for the Session
Materials
Participants are asked to reflect on the following questions
prior to the session:
How do we engage teachers in instructional dialogue, and
learner-focused dialogue so they are best equipped to
foster student engagement?
How does action research support learner-focused
dialogue?
Descriptive Overview
Learner -Focused Dialogue:
To clearly understand the term and purpose of ‘learnerfocused dialogue’.
To develop strategies that will assist with learner-focused
dialogue.
To utilize evidence to encourage discussion about the
learner.
5-10 minutes
Introduction of facilitator(s) and participants
Slides 1 and 2
This package is designed to build on and sustain
conversations and work related to the theme of LearnerFocused Dialogue.
Key intention:
Learner-focused dialogue is dialogue about specific
students that leads to improved student learning and
success. It takes place among staff and between staff and
principals/vice-principals. Dialogue refers to interacting in
ways that build shared meaning.
“When professionals collaborate to problem solve a
student’s challenge, everyone’s learning is influenced and
practices for one student impact many students.” Jane
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Golding
Presenters – Leanna Garner, Daniel Blais, Laird Ruehlen
This package includes the following sections and may be
used in a variety of ways to meet the needs of
individuals/groups.
 Learning Intentions
 Purpose of Learner-Focused Dialogue
 Engaging Dialogue
 Evidence-Based Dialogue
 What’s Next
5 minutes
Articulation
Slide 3
Video Clip
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20 minutes
How does this clip demonstrate effective dialogue?
Meet & Greet Icebreaker
Slide 4 and 5
Overview of Package
Learning Intentions
7 minutes
Gaila’s Overview
Slide 6
Introduction
10 minutes
Complete Survey
Slide 7
15 minutes
KWL Strategy
Slide 8
5 minutes
Video clip #1
Slide 9
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20 minutes
10 minutes
How do you share with colleagues the purpose of
learner-focused dialogue?
Engaging Dialogue
Slide 10
Say Something Strategy
Slide 11
Video Clip 2
Slide 12
8
23 minutes
 Open ended questions
 Trust
 Explicit intention
 Inquiry based curiosity
Evidence Based Dialogue
Slide 13
Think / Pair / Share
2 minutes
Importance of Clarity
Slide 14
10 minutes
Video Clip 3
Slide 15
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How do you engage your staff in evidence-based
dialogue?
20 minutes
Evidence-Based Dialogue
Slide 16
10 minutes
 Complete KWL chart
 Share with partner
What’s Next?
Slide 17
5 minutes
Final Thoughts
Slide 18 and 19
Quotation (can be adapted to suite audience)
Contact Us
Slide 20
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Section 1
Purpose of Learner-Focused Dialogue
10 minutes
Video Clip One
20 minutes
Activating and Engaging: Purpose of Learner-Focused
Dialogue
Slides 3-11 and 15
Page 15 of Field
Guide
Activity: Complete the KWL Reflection Strategy worksheet
before and during the watching of Video Clip One.
Activity: Complete Survey
Present by group (depending on size) or have groups post
on flip chart or whiteboard under appropriate headings.
Pages 11-13 of Field
Guide
Section 2
5 minutes
Engaging Dialogue
Slides 12, 13 and 14
Video Clip Two
20 minutes
Activating and Engaging: Complete “Say Something”
strategy
Page 15 in Field
Guide
Section 3
5 minutes
20 minutes
Evidence Based Dialogue
Video Clip Three
Organizing and Integrating: Strategies
Slides 15 and 16
Complete Think Pair Share activity
Organizing and Integrating: Evidence-Based Dialogue
Complete KWL chart
10 minutes
What’s Next
Design one or two strategies that you might use tomorrow
in your school
Slides 17, 18, 19 and
20
Thank you for attending and completing the feedback
form.
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Learner-Focused Dialogue
Participants’ Agenda
Time
Instructions
10 minutes
Introductions
60 minutes
Section 1: Purpose of Learner-Focused Dialogue
55 minutes
Section 2: Engaging Dialogue
40 minutes
Section 3: Evidence-Based Dialogue
10 minutes
Closure
Materials
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Learner-Focused Dialogue
Appendices/Activities
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Supervising For Learning
Self-Reflection
1.
Professional Conversations
At our school there is a prevalence of both formal and informal professional conversations
around teaching and learning, at staff meetings, in classrooms, in hallways etc.
Not Yet
2.
Getting Started
Steady Progress
Established Practice
Professional Relationships
At our school there is a climate of trust and cooperation. Relationships encourage openness and
create a willingness of experiment. There is a professional work culture that supports growth
and change. Teachers and administrators are reflective practitioners and work collaboratively.
Not Yet
3.
Getting Started
Steady Progress
Established Practice
Articulation of Supervising for Learning Plan
At our school there is a clearly articulated plan for Supervision for Learning.
Not Yet
4.
Getting Started
Steady Progress
Established Practice
Supervision for Learning Activities
At our school supervising activities promote meaningful dialogue about learning, align with
group and school goals and respond to individual professional growth needs.
Not Yet
Getting Started
Steady Progress
Established Practice
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5.
Learning Walks
At our school staff and students are comfortable having administrators and other teachers
observe and participate in the classroom. Students and the teacher may be encouraged to talk
about their work. Feedback for these visits is not necessarily given or expected.
Not Yet
6.
Getting Started
Steady Progress
Established Practice
Purposeful Classroom Observations
At our school staff is comfortable with me (principal / vice-principal) coming in to make
purposeful classroom observations. I dialogue with the teacher about observations and what
the students are learning. It is a culture of inquiry.
Not Yet
7.
Getting Started
Steady Progress
Established Practice
Collaborative Team Meetings
At our school staff accepts my presence at group / department planning sessions and consider
me as part of the learning group.
Not Yet
8.
Getting Started
Steady Progress
Established Practice
Student Learning Assessment Data
At our school staff reviews assessment data and practices with me and with colleagues and uses
the data to guide instructional practice. There is a culture of assessment for learning.
Not Yet
9.
Getting Started
Steady Progress
Established Practice
Instructional Assessment Data
At our school staff reviews, with me, evidence about their own instructional practice and
professional development. The evidence may be peer observations, self-reflection or my
observations and thoughts.
Not Yet
Getting Started
Steady Progress
Established Practice
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10.
Curriculum and Instruction
At our school we actively participate in ongoing discussions around curriculum and instruction,
discussing changes, things tried etc.
Not Yet
11.
Getting Started
Steady Progress
Established Practice
Staff Development through Supervising For Learning
At our school staff development results from activities related to Supervision for Learning.
Not Yet
12.
Getting Started
Steady Progress
Established Practice
Staff Development
At our school we use criteria to plan and evaluate our staff development activities. Staff
development activities are focused on improving student learning and are tied to our school
goals.
Not Yet
Getting Started
Steady Progress
Established Practice
BCPVPA / BCELC
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‘KWL’ Reading Strategy
Name: _______________
Topic:___________________
What I Know about this topic already...
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________________________________________________
What I Wonder about this topic...
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________________________________________________
What I Learned while studying this topic...
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‘Say Something Strategy’
Utilize the ‘Say Something’ strategy to engage in a conversation.
This strategy is particularly effective when trying to ‘get the ball
rolling’ with a group of people.
Guidelines for Say Something. With a partner, or in a small group,
decide who will say something first.
When you say something, do one or more of the following:
make a prediction
ask a question
clarify something you had misunderstood
make a comment
make a connection
The next person has the choice of continuing the comment from the
last person, or making their own ‘say something’ comment.
This continues until everyone has had the chance to ‘say something’
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Last Word
To be used with the 2 Lanes to Leadership
Article
In a Whip Around choose the following that
interfaces with the constructs around Learner
Focused Dialogue:
1.
Share sentence
2.
Share phrase
3.
Share word
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Self-Assessment / Re-assess
ASSESSMENT FOR LEARNING
1.
Intentions
 What will I know when I finish this piece.
 Understand the goal/outcome of the learning.
 I will learn statements for kids.
2.
Criteria
 What will I do to create this piece?
 What is my understanding of what is required to do this?
 Very specific
3.
Descriptive Feedback
 Getting past “good work” “great job”, etc.
 Be specific about the feedback and relate it to the criteria and
learning outcomes.
4.
Questions
 Open ended questions that invite reasoning instead of close ended
questions that shut down thinking.
 Discussion strategy – increases the chance for engagement of the
learners.
 Hinge questions – plausible answers.
5.
Self and Peer Assessment
 Language about conversing about the learning in the classroom.
 The more students are involved in assessment, the more they learn.
6.
Ownership
 Thoughts in my head that say I want to do well because it matters to
me.
 Keep the learning happening and keep it focused.
 I am doing this because I know I want to learn and why?
Adapted by: Gaila Erickson, 2008
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Change Theory
 ID the problem or challenge
 Develop common knowledge and
understanding
 Set Goals – a few key goals
 Work Together
 Early Rewards – what does this look like in a
school?
 Food
 Time
 Celebrations
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QUESTION SAMPLES FOR THE IN/OUT STRATEGY
How do we know collectively that all our students are learning? What are your
students learning? How is the unit going so far?
What evidence tells us that our students are learning? Can we talk about
observations, conversations and products that tell us that student are
understanding the learning intentions for the project/unit?
How are students involved in designing the learning criteria and assessment tools
for the project/unit?
What kind of feedback are the students receiving? What does that look like?
How do students self reflect on what they are learning?
Who are the struggling learners in your class? What structures have you used
that have worked to help our special needs students, our ESL student, gifted
students and low achieving students experience learning success?
What support do you need as a classroom teacher, how can we support you, what
do you need in terms of resources and time?
What forms of evidence are you using in your school to determine learner success
and learner engagement?
How are you sharing these forms of evidence with your parent community?
How are you using evidence to plan for action?
How deep is the understanding and application of formative assessment in your
school?
Evidence-based conversations require a high degree of trust and must involve
challenging assumptions. How deep are the conversations at your school?
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IN
OUT
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CASE STUDY Number 1
You are the principal of an elementary school.
You have been at the school for two years.
The population of the school is 250, Kindergarten to grade 5.
The teaching staff is relatively new as many of the established
teachers have retired.
In your learning walks, in a grade 2/3 class, you observe
unengaged learners during a math lesson on place value.
This is the first year of teaching for the classroom teacher. His
experience with blended classrooms is nil. His practicum
experience was with straight grade classes.
How would you engage in a conversation with the classroom
teacher about what is working, what needs to be changed and
how would one go about changing unengaged students to
engaged students?
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CASE STUDY NUMBER 2
You are the principal of a secondary school.
-You have been at the school for 3 years.
-The population of the school is 1,000, grades 9-12.
-The teaching staff is a group of veterans who have been together for a
number of years. There are a growing number of new staff coming in
as people retire.
-You have received feedback from parents and students that ‘not much
is happening’ in a grade 10 Social Studies teacher’s course. The
students think the class is a breeze and the parents are worried about
success for their kids in the future. You observe students doing a lot of
reading and seatwork exercises in your learning walks. The teacher is
frequently out of the room as well.
How would you engage in a conversation with the classroom teacher
about what is working, what needs to be changed and how would one
go about changing the type of class this teacher has created?
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Note Take / Note Make
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Learner-Focused Dialogue
Resources
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Resources
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Powerful Designs for Professional Learning-Lois Brown Easton
Leadership Capacity for Lasting School Improvement-Linda Lambert
The Art of Focused Conversation for Schools-Jo Nelson
Professional Learning for School Leaders-NSDC-edited by Valerie von Frank
Data Driven Dialogue-A Facilitator’s Guide to Collaborative Inquiry-Wellman and Lipton
Focus-Elevating the Essentials to Radically Improve Student Learning-Mike Schmoker
The Global Achievement Gap-Tony Wagner
Bringing Out the Best in Teachers-Blase &Kirby
Leadership Mindsets-Kaser and Halbert
Finding Our Way-Leadership for an Uncertain Time-Margaret J. Wheatley
Unmistakable Impact-Jim Knight
Results Coaching-The New Essential for School Leaders – Kee, Anderson, Dearing,
Harris, Shuster
Crucial Conversations-Tools for talking when stakes are high-Patterson, Grenny,
McMillan, Switzler
Getting to YES-Negotiating Agreement Without Giving In-Fisher and Ury
When Students Fail to Learn-Protocols for a School-Wide Response-Glaude
Theory U-Leading from the Future as It Emerges-The Social Technology of PresencingScharmer
Keep abreast of the latest education research by joining ASCD and NSDC. Membership
provides journals and books.
Talk About Teaching! – Leading Professional Conversations – Charlotte Danielson
Instructional Coaching – A Partnership Approach to Improving Instruction – Jim Knight
PLCs,DI, &RTI – A tapestry for school change – Judy Stoehr, Maria Banks, Linda Allen
The Brain and Strengths Based School Leadership – Sheryl G. Feinstein, Robert Kiner
Student – Centered Coaching – A Guide for K-8 Coaches and Principals – Diane Sweeney
Toolkit for Mentor Practice – Patty J.Horn, Kristin Metler-Armijo
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Advancing the Three-Minute Walk-Through – Mastering Reflective Practice – Carolyn
J.Downey, Betty E.Steffy, William K. Poston,Jr., Fenwick W. English
The Three-Minute Classroom Walk-Through – Changing School Supervisory Practice One
Teacher at a Time - Carolyn J.Downey, Betty E.Steffy, William K. Poston,Jr., Fenwick W.
English, Larry E. Frase
Whole-Faculty Study Groups – Creating Professional Learning Communities That Target
Student Learning – Carlene U. Murphy, Dale W.Lick
The Data Coach’s Guide to Improving Learning for All Students – Unleashing the Power
of Collaborative Inquiry – Nancy Love, Katherine E. Stiles, Susan Mundry, Kathryn
DiRanna – Developed by TERC
Using Data to Improve Learning for All – A Collaborative Inquiry Approach – Nancy Love
Reflective Practice in Action – 80 Reflection Breaks for Busy Teachers – Thomas S.C.
Farrell
The Principal As Leader of Challenging Conversations – Ontario Principals’ Council –
Leading Student Achievement Series
Supervision That Improves Teaching and Learning – Strategies and Techniques – Susan
Sullivan, Jeffrey Glanz
Leading Through Quality Questioning – Creating Capacity, Commitment, and Community
– Jackie Acree Walsh, Beth Dankert Sattes
Quality Questioning – Research-Based Practice to Engage Every Learner - Jackie Acree
Walsh, Beth Dankert Sattes
The Reflective Educator’s Guide to Professional Development – Coaching InquiryOriented Learning Communities – Nancy Fichtman Dana, Diane Yendol-Hoppey
Leading Professional Learning Communities – Voices From Research and Practice –
Shirley M. Hord, William A. Sommers
The Principal as Professional Learning Community Leader – Ontario Principals’ Council –
Leading Student Achievement Series
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