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Moving Forward with Collaborative Supervision - School Board Presentation

Final for EDG 837
by

Kandi Horton

on 31 December 2012

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Transcript of Moving Forward with Collaborative Supervision - School Board Presentation

Improving Instructional Supervision Moving Forward with Collaborative Supervision Where are we now?? Goal Current Supervisory Practices
*Top down
*Little input from teachers
*Inconsistent evaluation cycles
*Marginal feedback for instructional improvement
*Sparse collaboration among teachers and leaders
*Professional development not matched to needs of teachers
*Bureaucratic legislation from people too far removed from
actual practice of teaching and demands of teaching 3-5 Year Plan Full implementation of this evaluation model will take 3-5 years depending on where the school is currently with regards to evaluations, climate and culture issues, and current collaboration among teachers

Principals and other supervisors need to work at the teacher level to ensure that resources are readily available, time is used for collaboration, and open/honest conversations occur without fear of repercussions. What do we need for success? Need time, human and financial resources

* Utilize the strengths of teachers to build supervisory practices
* Set time in school calendar for in-service days targeted toward building teacher leaders as well as a culture of collaboration
* Allow time in the daily schedule for teachers to have common time for collaboration and to perform supervisory duties
* Budget monies for substitutes so teachers can make off-site visits and utilize professional development opportunities
* Possible purchase of professional development video series? Books? Video equipment to make our own training videos?
* Creative scheduling to allow for meaningful interactions among staff and allow for collaboration, learning walks, coaching, etc.
* Assessment of process and fidelity of implementation using common language, goals and vision, quality circles, data from surveys and other rating tools, and teacher input Become a community of learners, motivated for professional growth and development for the purpose of student achievement and engagement in the 21st Century.

Active supervision at all levels and an evaluation system that is developed, communicated, and implemented beginning with teacher's needs and goals aimed at student achievement.

Self-generating professional development, inquiry, and reflective teaching practices.

A "We Can" attitude!! Future Supervisory Practices
*Create a vision and goals for the purpose of evaluations as a school
*Develop teacher leaders
*Peer coaching and collaboration
*Quality circles and discussion panels
*Open, honest feedback for improving instruction
*On-going evaluation cycle - use of many different tools
*Reflective community of professionals aimed at student achievement
*Professional development matched to teachers' weaknesses or interests
*Build supervision to be an "all for one, one for all" mentality
*Proactive/forward thinking approaches to instructional improvement Where should we go?? How do we get there? Mission Statement Start with school-wide culture/climate inventories Assess where our school is at and establish a baseline for assessment of improvement over time

Need to know what capacity our school has for collaboration, trust, commitment to improve, change

Determine teacher, staff, student, family attitudes towards the school and what they perceive as strengths and weaknesses of the school community

Need to establish the values of our community, and identify our moral purpose as a school

Find the "igniter" for change...Why is it necessary? The evaluation and instructional supervision of our school is the responsibility of all the members of the community. We must share a common goal and vision for high quality student achievement and learning. We must support the advancement of our teachers' instructional practices through collaboration, collective responsibility, and engagement in meaningful professional development. Expectations must be high for all members of the community, therefore we must work together to support our goals with creative solutions including financial, human, and educational resources that target, first and foremost, student learning and achievement. Together, we must provide a purpose for building a collaborative community of professionals who are committed to student achievement, innovative teaching practices, and the moral purpose of education.

The purpose of the evaluation for instructional staff will be to improve the quality of teaching practices and to help teachers fulfill personal goals as they relate to student achievement. Evaluations are intended to hold high expectations that match the vision and goals of the district, and therefore will be used to assess how teachers are helping to fulfill those goals. Evaluation is an important tool for on-going assessment of our school's high-quality learning environment, and to help guide professional development targeted for teacher and student growth. Evaluations are also intended for on-going reflection of our daily work with students and colleagues, and how instruction can improve with consistent, relevant feedback. Establish "need" for change Build trust Create efficacy Develop school-wide instructional leaders Create instructional evaluation procedures “Not everything that is faced can be changed. But nothing can be changed until it is faced.”
- James A. Baldwin Schools are complex systems that require lots of attention. We need to come together with a common purpose and supervision must be collaborative in nature. It is too much for one person to face alone. Instructional supervision must be implemented from the ground up by those who are directly affected by evaluations and should be part of the process as they are the ones directly linked to students, curriculum, and achievement.

Supervisors need to provide the resources, support, and vision to enable teachers to make appropriate decisions that will improve student achievement. Supervisors are now charged with the task of developing teacher leaders, connecting resources both inside and outside of the school, and facilitating initiatives that match the goals of the school. "[The supervisor] emerges as an advocate, developer, and linking pin in relationship to the teacher's efforts to improve the process of teaching and learning" (Sergiovnni & Starratt, 2007). Therefore, teachers now share the supervision responsibilities and "embrace a common set of concepts and skills that are shared by everyone involved in the process" (Sergiovnni & Starratt, 2007).

With the current demand for academic achievement and more rigorous curriculum standards for the 21st century, teachers and supervisors have their work cut out for them. Growing demands from local, state, and federal policy makers on schools has increased workloads and stress among those in education. Supervision will need to take on a new "look" where everyone is involved. "Unless teachers become sufficiently self-managing by accepting more responsibility for their own learning and development, the capacity of the school to provide needed help will be severely taxed" (Sergiovnni & Starratt, 2007), thus the new role of the supervisor will be to help the system become a self-reliant machine, using the strengths and expertise of its staff to guide, reflect and respond, and improve student achievement on a continuous basis. Build a climate and culture that ensures open and honest dialogue related to teacher's work and student achievement

Provide support to teachers where and when they need it most

Commit to continuous, shared learning and development

Create an environment where teachers can engage in supervisory roles as part of the daily routine

Set clear goals for teacher evaluations - Process of formative/summative evaluations for teacher growth and student achievement is distinguished from process of administrative supervision for personnel decisions Set goals that match the vision of the school
in order to produce results

On-going assessment of implementation

Use of quality circles, committees, and teams

Ensure fidelity of implementation through in-service and professional development of all staff

Use and show video examples of lessons that match the framework for the evaluations - Also used for professional development in areas that may need growth Establish a schedule that allows for peer collaboration

Professional development for peer coaching

Allow time for learning walks and peer observations

Share teaching strategies and ideas in team meetings

Transform into a professional learning community where teachers depend on one another for learning and inquiry in their shared practice (Sergiovanni and Starratt, 2007)

Teachers become self-supervising, reflective, and seek out professional development in areas of need Teachers are part of the process and help create the evaluation process - they directly influence the students and achievement

On-going reflection on teaching practices

Includes the 4 domains: Planning and preparation, Classroom or learning environment, Instruction, and Professional responsibilities. (Danielson)

Develop clear expectations for evaluations and the type of evaluation that is used (when and why)
1) Administrative summative evaluation
2) Supervisory summative evaluation
3) Supervisory Formative evaluation Reiterates school's purpose for evaluations and that we must creatively find solutions that FIT our school community. Also, teachers were highly involved in the process and so they were vested in the model. http://www.educationalimpact.com/programs_topics.html Year 1: Year 2: Year 3: Year 4: Year 5: * Principal/Administrative team sets goals, vision, and purpose for instructional evaluation process/model

* Culture/climate surveys and data analysis to understand where the school is at with their capacity to change, implement new ideas, and move forward

* Begin walk-throughs (informal) to get teachers/students comfortable with supervisors in the room on a regular basis

* Staff meetings and in-services that promote open dialogue and honest questions/concerns from teachers (build culture and climate) Peer coaching development- informal supervision

Learning walks by administration and teacher leaders - off site visits to schools that have exemplar learning communities in place

Set up teams of teachers who have common interests and have team leaders lead meetings and attend larger committee meetings - Team leaders rotate every 2 years

Set up committees for Professional development and get team leaders to help reflect and build framework for formative/summative evaluations

Share evaluation structure and purpose:
1. Formative for professional growth and
development
2.Summative for assessment of professional
growth and renewal
3.Summative evaluation for Administrative
action - retention or dismissal decisions

Continue culture and climate building * Build trust and collaboration among staff using professional development (Build culture of learning together and inquiry in the profession)

* Find teacher leaders that match vision and goals for instructional supervision to be mentors or take on other leadership roles in areas of interest (match strengths of teachers to their positions and interests)

* School Board to collect information from teachers through surveys to evaluate administration (promotes fairness that everyone will be evaluated)

* Set up a team of teachers, community members, administrators to begin to put together the evaluation model components/framework that matches school community goals and values Begin using and testing the framework for evaluations

Extend PD for clinical coaching and mentoring

Obtain feedback from staff on the evaluation process in order to refine the process/model using surveys, staff discussions, and quality circles

Allow teachers to become the experts and self-directed in supervisory roles and professional development areas

Reflective evaluations that include pre-observation and post observation cycles - feedback is meaningful and useful for teacher's practice and professional development is then matched to the teacher's needs and goals

Evaluate student achievement and student growth Renewal of purpose for instructional evaluations

Full implementation of evaluation cycle

Use of "differentiated supervision" - use of formal and informal supervision

Emphasis on self-directed PD and goal setting

Reflection on process/continued refinement of evaluation framework

Celebrate the continued collective growth of leaders and collaboration - become a true professional learning community Multiple levels of supervision in place

Professional development needs to be addressed from teacher needs and goals

Evaluation model accepted and utilized at all levels

Surveys, committees, and other checkpoints in place to assess growth for student achievement

Continued assessment of culture and climate and needs of the community as a whole http://www.educationalimpact.com/steps.html
Full transcript