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SUPERVISION
Instructional Leadership Development Framework for Data-driven Systems
CULTURE
Learner-Centered High Expectations
Curriculum/Instruction/
Assessment
Organizational
Management
Supervision
QUALITY
STUDENT
PERFORMANCE
Collaborative
Communication and Community
Partnerships
Professional
Development
ETHICS AND INTEGRITY
Continuous Improvement
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SUPERVISION
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SUPERVISION
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SUPERVISION
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SUPERVISION
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SUPERVISION
Premises
•
The purposes of school are teaching and learning.
•
Teaching is a skill that can be improved and teachers are at different developmental levels.
•
Supervision focuses on assisting, supporting, and collaborating with teachers to enhance their repertoire of skills to improve student performance.
•
Professionals have the expertise and the responsibility to help other professionals grow.
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SUPERVISION
“Supervision is assistance for the improvement of instruction. This definition allows supervision to be viewed as a function and process rather than a role or position.”
—C. Glickman, S. Gordon, and J.Ross-Gordon
—Supervision of Instruction
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SUPERVISION
“Supervision is not the act of instructing students —that is, teaching—but rather the actions that enable teachers to improve instruction for students.”
— C. Glickman, S. Gordon, and J.Ross-Gordon
— Supervision of Instruction
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SUPERVISION
Decrease
• Decisions based on assumptions rather than data
• Directive leadership
• A lack of focus on instruction
• Supervisor as expert who knows what is best and how to fix it
• Little involvement in decisions regarding curriculum/teaching strategies
Increase
• Data-driven decisions
• Collaborative leadership
• A focus on the learning of all students
• Supervisor as mentor/ facilitator who encourages self-direction among staff
• High involvement in decisions that impact student learning
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SUPERVISION
Objective
1. Understand and apply developmental supervision concepts:
• Make informed decisions
• Provide quality feedback
• Provide sustained support
• Identify different developmental levels of teachers
2. Understand and utilize a variety of supervisory tools.
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SUPERVISION
Continuous Improvement Process
Moves the Campus Toward the Vision
Where your campus is
Where your campus needs to be
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SUPERVISION
Quality
Student
Performance
Continuous Improvement Planning Process
Data Sources for Data-driven Decision-making
Curriculum/Instruction/Assessment
Supervision
Professional Development
Communication and Community Partnerships
Organizational Management
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SUPERVISION
Key Concepts for
Developmental Supervision
1. Make informed decisions
• Data collection
• Data analysis
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SUPERVISION
Data Collection Data Analysis
As a supervisor on a campus, how could you collect data?
What does the data help the supervisor identify?
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SUPERVISION
Data Collection
• Walk-throughs
• Third-party information
• Student data
• Meetings
• Lesson plans
• Observations
• Teacher reflections
• Notes to parents
• Other
Data Analysis
• Identify strong instructional models, attributes, and strategies
• Identify areas of concern
S-16

SUPERVISION
Key Concepts for Developmental
Supervision
2. Provide quality feedback
• Informal
• Notes
• Conversations
• Walk-throughs
• Formal
• Conferences
• Documentation
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SUPERVISION
Key Concepts for Developmental
Supervision
3. Provide sustained support
• Plan for growth
• Professional development
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SUPERVISION
Instructional Leadership Process
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SUPERVISION
Instructional Leadership Process
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SUPERVISION
Establishing High Expectations
• Establish high expectations for the presence of each of the four critical elements in each and every classroom.
• Monitor for the implementation of each of these elements.
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SUPERVISION
Establishing High Expectations
Observations
(Walk-throughs and Formal)
Thinking at
High Cognitive
Levels
Open-ended
Questions, Analysis
Activities
Plans and
Planning
Samples of
Student Work
Teacher/
Supervisor
Conferences/
Conversations
Addressing
Varied Needs
Assessing
Student
Progress
Alignment of
Learning
Objectives
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SUPERVISION
Supervisory Styles
• Supervisory beliefs inventory
• Behaviors with individuals
• Directive control
• Directive informational
• Collaborative
• Nondirective
• When to use
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SUPERVISION
Supervisory Styles Jigsaw
1. Number one to four.
2. Read the description that corresponds to your assigned supervisory style.
3. Highlight key ideas for a 3-minute presentation.
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SUPERVISION
Supervisory Styles
Extent of Teacher Self-direction
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SUPERVISION
Discuss at your table:
1) a teacher who would benefit most from non-directive style,
2) a teacher who would benefit most from collaborative style,
3) a teacher who would benefit most from directive informational style, and
4) a teacher who would benefit most from directive control style
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SUPERVISION
Developmental Supervision
Process for a Formal Observation
• Preconference
• Data collection: Observation data
• Data analysis: Observation data
• Plan conference
• Conduct conference
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SUPERVISION
Purpose of a Preconference
• Build a professional collaborative relationship
• Develop communication
• Discuss the expectations of the observation
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SUPERVISION
Preconference
• Set the stage
• Solicit input from teacher about the class
• Planned objective(s)
• Demographics
• Special needs of students
• Targeted area for feedback
• Share expectations
• Clarify questions and concerns
• Discuss logistics
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SUPERVISION
Video Clip
What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful?
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SUPERVISION
Comparison of Preconferences
Cheryl Kelley
Unique to Kelley
Unique to Cheryl
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SUPERVISION
Data Collection/Observation
Components of data collection:
• What is said?
• What is happening?
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SUPERVISION
Data Collection Activity
Observe Cheryl teaching.
Collect specific data of what is being said and what is happening.
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SUPERVISION
Data Analysis: Observation Data
• Did you record some language?
• Did you record what was happening?
• Are your notes nonjudgmental?
• Do you have evidence of student learning?
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SUPERVISION
Data Analysis: Observation Data
Nonjudgmental
• factual
• specific
• observable teacher behavior
• observable student behavior
• objective
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SUPERVISION
Data Analysis: Observation Data
• What are some perceived strengths observed? Evidence?
• What are your concerns? Evidence?
• What are some potential developmental suggestions?
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SUPERVISION
Strengths:
Evidence
Concerns:
Developmental Suggestions:
Implications
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SUPERVISION
Plan Postobservation Conference
• Reflect on the data.
• Identify the objective.
• Plan supervisory style/behaviors.
• Develop potential questions.
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SUPERVISION
Plan Postobservation Conference
• Study Supervisory Behavior Continuum on pp. H-S-19 –20.
• Identify supervisory behavior of the principal.
• Examine behaviors that influence teacher’s actions.
• Identify the teacher’s level of development, expertise, and commitment.
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SUPERVISION
Conduct the Postobservation
Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.
• Develop plan of action collaboratively.
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SUPERVISION
Activity
• Objective of the conference
• Steps observed
• Data shared
• Principal’s questioning techniques and specific questions asked
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SUPERVISION
Developmental Supervision
Process for a Formal Observation
• Preconference
• Data collection: Observation data
• Data analysis: Observation plus other
• Plan conference
• Conduct conference
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SUPERVISION
Data Collection: Observation Data
Components of data collection:
• Scripting: What is said?
• Describing: What is happening?
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SUPERVISION
Data Analysis/Application
• Did you record some language?
• Did you record what was happening?
• Are your notes nonjudgmental?
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SUPERVISION
Plan Postobservation Conference
• Study the data.
• Plan supervisory style/behaviors.
• Identify the objective.
• Develop potential questions.
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SUPERVISION
Conduct the Postobservation
Conference
• Review/reflect on the lesson.
• Share/discuss data gathered.
• Identify common understandings.
• Develop plan of action collaboratively.
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SUPERVISION
Plan Kelley’s Postobservation Conference
• In your triad, role-play a postobservation conference.
• Person #1: principal
• Person #2: teacher
• Person #3: observer
• The principal will use documentation, data, and observation notes to conference with Kelley.
• After the conference, the observer will provide feedback on what he/she heard and saw in the conference.
• Observer’s role is nonjudgmental.
• Observer should not offer criticism or suggestions.
• The observer moves clockwise to a new group.
• Observer becomes the principal.
• Teacher becomes the observer.
• Principal becomes the teacher.
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SUPERVISION
Postobservation Conference Video
• What style did the principal use?
• What directives did she give?
• Identify some commonalities between your conferences and the video conference.
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SUPERVISION
Instructional Leadership Process
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SUPERVISION
Follow-Up Conference
Based upon the directive from the principal to Kelley in the postobservation conference, discuss the follow-up conference to be conducted on Friday.
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SUPERVISION
Plan Summative Conference
• What additional data is needed?
• What are your responsibilities between the formal observation and the summative conference?
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SUPERVISION
Getting to the Summative Conference
Be prepared to:
• Share/discuss data gathered.
• Identify common understandings.
• Discuss future goals and professional development.
• Provide ongoing feedback.
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SUPERVISION
Self-Assessment/Reflection
• Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement?
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SUPERVISION
“The only way we’re going to get from where we are to where we want to be is through staff development. . . When you talk about school improvement, you’re talking about people improvement.
That’s the only way to improve schools.”
—Ernest Boyer
—Principal as Staff Developer
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SUPERVISION
Instructional Leadership Development Framework for Data-driven Systems
CULTURE
Learner-Centered High Expectations
Curriculum/Instruction/
Assessment
Organizational
Management
Supervision
QUALITY
STUDENT
PERFORMANCE
Collaborative
Communication and Community
Partnerships
Professional
Development
ETHICS AND INTEGRITY
Continuous Improvement
S-55