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Technical Skills Presentation

A presentation for Clinical Supervision at the University of St. Thomas.

Rob Wise

on 7 October 2011

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Transcript of Technical Skills Presentation

Chapter 17
Group Development Groups-formed to complete tasks will have to make many decisions along the way What are the roles needed in each group? a-task?
How does a group handle issues? a-conflict ?
b-decision making?
Developmental approach to working with groups. Matching the supervisory approach group’s level of development, expertise, and commitment Keys to effective group? a. unity, common purpose, and involvement
b. skillful leader
1. be conscious of the elements of a successful group
2. select clear procedures for group decision-making
3. deal with dysfunctional behavior
4. use conflict to generate helpful information
5. determine which leadership style is appropriate to us
Effective Group Dimensions Task & Personal Task: Personal: Task Roles: Person Roles: Dysfunctional Roles: Chapter 16
Direct Assistance what needs to be done;
EX: Which new textbook do we want for our language arts curriculum? satisfaction you get from working in a group; EX: Do I want to keep meeting with this group week to week? Are group members sensitive to each other’s feelings? First thing leader needs to do: What are the roles already being displayed? Clinical Supervision Teacher Evaluation Developmental Supervision Peer Coaching Direct Assistance Classroom Culture Chapter 18
Professional Development Chapter 19
Curriculum Development Task: what needs to be done; EX: Which new textbook do we want for our language arts curriculum?

Personal: satisfaction you get from working in a group; EX: Do I want to keep meeting with this group week to week? Are group members sensitive to each other’s feelings?

First thing leader needs to do: What are the roles already being displayed?

Task Roles: (I can identify a couple of roles as examples that I saw during the group dynamics—will not go over all of these, but will give hand out on so they can follow along)

Contributor-gives original ideas; changes ways of looking at problem or goal

Information seeker-asks for clarification; gives information

Opinion seeker-gives own opinion and checks on others’ feeling

Information giver-give relevant facts or personal experience

Opinion giver-gives own opinion; emphasizes what group should do

Elaborator-picks up on others’ suggestions and amplifies with exampless, facts and consequences of group decision

Coordinator-shows link b/w ideas and suggestions; attempts to pull different suggestions together

Orienter-clarifies group’s position; gives state-of-the-scene review; summarizes; reminds group of goal and gets members back on track

Evaluator-critic-weighs suggestions against criteria of effectiveness; checks if proposals are reasonable, manageable, or based on facts

Energizer-focuses group to make decisions or do anything else (further action)

Procedural technician-takes care of logistics any necessary materials

Recorder-keeps record of group discussions and activities

Encourager-does what the name implies

Harmonizer-reduces tension & conciliates differences

Compromiser-willing to give something up for the good of the group

regulates flow of communication-gives everyone change to talk

Standard setter-reminds of group pride; “We can’t quit. We are good and can make a good decision.”

Observer and commentator-records workings of the group

Follower-willing to accept decision of group even if she’s had no say in them

If any of the task or person roles are missing, the group won’t function as it should. Additionally, with the following dysfunctional roles, it won’t function as it should either!
Aggressor-equal to a heckler

Blocker-sees all suggestions as negative

Recognition seeker-uses group to seek attention

Self-confessor-uses group to vent on topics which are irrelevant to group’s purpose

Player-class clown

Dominator-acts superior to control group discussion and dictates; claims to know more than others and has better solutions; monopolizes the discussion

Help seeker-wants group’s sympathy; whines about self

Special-interest pleader-speaks for others; “If we do that, the school board will have a fit!” “Parent cell phones all over the district will be burning up when parents hear what we’ve done!”
Education is a human enterprise.

Primary criticisms are that professional development is a one-shot deal and that there is no integration with a comprehensive plan to achieve school goals.

How do we, as administrators, avoid putting our teachers through this? The BIG 14: My top 4: 1. Administrative support: I need time to put the new plan into my lesson plans. 2. How is this new plan relevant, job-imbedded, focused on student learning? Is it? 3. Administrative support: What if I need help putting this new plan into my teaching?
Follow-up: Are you going to check up to see whether or not the new plan is working within my teaching?
What if I implement it, but other teachers don’t? 4. Does this new plan fit into our school’s goals? My grade-level or content-level goals? My individual goals? Does your school’s professional development meet school-wide goals? Middle School’s Goal = improved student discipline = Group #1’s Goal (increase student respect for others=study group=
Individual’s Goal #1=increase student respect for authority figures + Individual’s Goal #2=increase student respect for other cultures) + Group #2’s Goal (increase student time-on-task=attend a training) Group #3’s Goal ( increase student self discipline=action research) + I would love to hear this:
Which format would you like to use this year Leslie?

Beginning teacher assistance program? Skill development program-workshops and classroom coaching? Teacher centers with other teachers from the district, meeting to talk, develop skills, etc.? Intensive learning experience? Teacher groups within our school? Networks? Teacher leadership groups to assist other teachers & practice leadership skills? Writing and reflecting about your experiences? Set your own goals, carry them out and then assess your results? Partner between schools, universities or businesses? Examples training for mentors, videotaping teaching, and planning, doing, studying, acting. My experience as a trainer—take care of your own needs first; make it exciting and funny; make sure EVERYONE can hear. Extension of Professional Development:
As an administrator, we will want our teachers to develop on a personal level as well as a professional one. We want teachers who will grow as people, not just academically, because ultimately, that will only make them better teachers and thus, will make the teaching profession good. Professional Development is not throwing the baby out with the bathwater or trying to teach an old dog new tricks. It is the marrying of the lukewarm, slightly murky water with fresh, hot water. It’s teaching the dog how to do new tricks while that are extensions of the old. "teachers who receive the most classroom feedback are also most satisfied with teaching." (Glickman 2010) 1. Preconference with teacher 2. Observation of classroom 3. Analyzing and interpreting observation and determining conference approach 4. Post-conference with teacher 5. Critique of previous four steps Process v. Product not summative Teachers helping teachers Collaboration peer coaching needs components addressing purpose, preparation, scheduling, and troubleshooting. Demonstration teaching.
Assistance with resources and materials.
Assistance with student assessment
Problem solving.
The classroom can be viewed as both a microcosm of the larger culture and as a vehicle for transforming that culture. Formative Summative 1. technology for improving instruction.
2. deliberate intervention into the instructional process.
3. goal oriented, combining the school needs with the personal growth needs of those who work within the school.
4. assumes a professional working relationship between the teacher(s) and the supervisor(s).
5. requires a high degree of mutual trust, as reflected in understanding, support, and commitment to growth.
6. systematic, although it requires a flexible and continuously changing methodology.
7. creates a productive (i.e., healthy) tension for bridging the gap between the real and the ideal.
8. assumes that the supervisor knows a great deal about the analysis of instruction and learning and also about productive human interaction.
9. requires both pre-service training (for supervisors), especially in observation techniques, and continuous in-service reflection on effective approaches. (pp. 52–53) (Parenthetical explanations added)
Technical Tasks of Supervision Who's Involved? What type of teacher are you? Knowing what you do about out academic standing in the world, as a principal, how would you encourage your teachers and staff to create a curriculum that meets enough rigor to challenge your students and prepare them for the global economy? Work with your group and share your thoughts with the class...
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