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Direct Assistance to Teachers

EDC-418 Supervision and Evaluation of Instruction

Andrea Hickson

on 26 February 2011

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Transcript of Direct Assistance to Teachers

START Direct Assistance to Teachers "Direct Assistance to teachers is one of the crucial elements of a successful school."(Little, 1982) Outline

Clinical Supervision

Comparing Clinical Supervision with Teacher Evaluation

Integrating Clinical Supervision and Developmental


Peer Coaching

Other Forms of Direct Assistance

Beyond Technical Assistance: Improving Classroom Culture Clinical Supervision is 5 easy steps First: Pre-conference with teacher Second: Observation of classroom Third: Analyzing and interpreting observation and determining conference approach Fourth: Post-conference with teacher Fifth: Critique of previous four steps Comparing Clinical Supervision with Teacher Evaluation Clinical Supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher's instruction Clinical Supervision is not a summative evaluation Integrating Clinical Supervision and Developmental Supervision Developmental supervision is the matching of one of four interpersonal approaches-directive control, directive informational, collaborative, or non- directive with teachers developmental levels, expertise, and commitment. Directive informational, collaborative, and non-directive supervisory approaches are all consistent with the clinical supervision model. Peer Coaching Before implementing a peer-coaching program, clarifying purpose and goals is a must! Supervisors must meet with teachers to discuss how the program will fit into instructional goals and then decide on the specific purposes of the program. Step one: Preparation of teachers

Which includes training on Peer-Coaching Step two: Scheduling

Additional teacher time
will be required at first.
Eventually, the schedule will
need to reflect release time
for teachers during the
school day. Step three:Troubleshooting

This third component of a peer-coaching program is the close monitoring of peer progress Other Forms of Direct Assistance Demonstration Teaching

Supervisior or expert peer can be a guest teacher,modeling a new teaching method for another teacher. Co-Teaching

Supervisior,expert peer and teacher should plan,teach, and evaluate a lesson together. Assistance with resources and materials

Supervisor should provide,explain and demonstrate
instructional resources Assistance with student assessment

Supervisor will assist teacher in developing criteria and skills for assessing such things as student portfolios, real-world performances, and integrative projects. Problem Solving

Once openness, trust and rapport have been established a
supervisor can assist a teacher through a problem-
solving process. Mentoring

Supervisors need to have mentoring programs to prepare mentors, assist with matching mentors, and providing on-going support for mentors. Beyond Technical Assistance:
Improving Classroom Culture Direct Assistance is for the purpose of improving teachers' instructional skills or solving immediate instructional problems. Direct Assistance can help teachers reach deeper goals based on democratic and moral purpose Regardless of how or where the responsibilites reside, no school or school system can hope to improve instruction if direct assistance is not provided to teachers Direct Assistance to Teachers
Board Game
designed by Andrea Hickson
for EDC-418
Supervision and Evaluation of Instruction FINISH Summative Everyone is a winner when direct assistance is given!
Full transcript