1. Washington State University
Puyallup Campus
Fall Semester 2014
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
2. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
3. What do you know and or believe
about leadership and the supervision
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
of instruction?
4. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
What does this story cause you to think
about?
What are the messages for you as a leader?
How might you use this story with your
“classroom”?
5. Norms
Goals, Outcomes, and Assessments
Purpose
WCEAP Common Performance Task Guide:
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
Standards 2A and 2B
Course Objectives
Course Assignments
Expectations for completion/grading
6. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
Theoretical framework
Broader look at supervision
Built on a clinical model
7. SuperVision: A New Name for a New Paradigm
Supervision and Moral Purpose
”Democratic Spirit”
Prerequisites: (Figure 1.2)
Knowledge
Interpersonal skills
Technical skills
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
8. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
Foundation in intrinsic
motivation
Cultural relevancy
Grounded in inquiry-based
practices
9. Who gets left behind?
Interrupting deficit thinking about student potential
“All children ARE learners”
Culturally responsive teaching
Culturally responsive teaching through the lens of
intrinsic motivation
Effective, innovative, and transformative pro dev.
Inquiry and action cycles
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
10. Culture and motivation are inseparable influences
on learning
Motivated teachers tend to have motivated
students
Transformative learning: learning experiences that
can change beliefs and perspectives of educators
Language choice not only represents how we think,
it influences how we think and act.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
11. FINAL THOUGHTS:
“The best thing about being sad,” replied Merlin, beginning
to puff and blow, “is to learn something. That is the only
thing that never fails. You may grow old and trembling in
your anatomies, you may lie awake at night listening to the
disorder in your veins, you may miss your only love, you
may see the world devastated by evil lunatics, or know
your honor trampled in the sewers of baser minds. There is
only one thing for it then-to learn. Learn why the world
wags and what wags it. That is the only thing which the
mind can never exhaust, never alienate, never be tortured
by, never fear or distrust, and never dream of regretting.
Learning is the thing for you.”
T.H. White (1996)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
12. Glickman (p.13) states,” Educators are the primary
stewards of the democratic spirit. The total of our
efforts is far greater than the particulars of our job.”
Ginsberg reminds us that motivated teachers have
motivated learners and that the whole activity of
education is ethical and political in nature (p.5).
What type of society do we desire?
What type of educational environment should
supervision promote in order to move us toward the
society we desire?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
13. Welcome
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
14. Glickman:
The Norm...Traditional Schools
The Dynamic School
Why are traditional schools the way they are? How does this
differ from dynamic schools?
Fullan:
Choosing the Wrong Drivers for Whole System Reform
“The key to system-wide success is to situate the energy
of educators and students as the central driving force.”
What are the right drivers, and why are they effective?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
15. Silently, think about a time in which you were learning
and felt capable, creative, and joyful at the same time:
When did this occur?
With whom, where, when, and under what conditions?
Share your experience with a partner:
Focus on those conditions that led you to feel creative, capable,
and joyful.
Share out and chart as a large group:
What does this mean with respect to creating classrooms or
environments in which ALL students feel motivated to learn?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
16. In small groups: (Chapter 2)
Establishing Inclusion: How do we create or affirm a learning
environment in which we feel respected by and connected to
one another?
Developing a Positive Attitude: How do we create or affirm a
favorable disposition toward learning through personal
relevance and student volition?
Enhancing Meaning: How do we create engaging and
challenging learning experiences that include student
perspectives and support civic participation?
Engendering Competence: How do we create or affirm an
understanding that students have effectively learned
something they value and perceive as authentic to the real
world?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
17. The Motivational Framework for Culturally Relevant Teaching*
Attitude
Choice
and
Personal Relevance
Inclusion
Respect
and
Connectedness
Competence
Authenticity and
Effectiveness
Meaning
Challenge
and
Engagement
*Source: Adapted from Ginsberg & Wlodkowski (2009, p. 34).
Routines and rituals are
present.
Respectful learning and
interactions occur.
Students are comfortable.
The teacher treats all
students respectfully and
fairly.
Students’ lives and cultures
are represented.
Classes are taught with
students’ experiences,
concerns, or interests in
mind.
Students make choices
related to learning that
include experiences,
needs, values, and
strengths.
Students are able to
voice their opinions.
There are clear criteria for
success.
Grading policies are fair to
all.
Performances and
demonstrations have real-world
connections.
Assessment takes into
account students’
perspective; there are
multiple ways to reach
standards.
Student participation is
active; they are
challenged.
Questions go beyond
facts and encourage
different points of view.
The teacher builds on
what students know.
The teacher respectfully
encourages high-quality
responses.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
18. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
19. Moving beyond traditional walk-throughs...
Deeper look at schooling through the eyes of a single
student
Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist
Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
Gain insight & perspective on a student’s experience of
being in school
Ideas for instructional and school improvement
Implications for leaders at all levels of the system as
willing adult learners
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
20.
21. As you think about shadowing a student, what do
you want to learn and why? (This will help you define your inquiry question)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
22. Skype Interview with Margery Ginsberg:
What questions do you have for her regarding the
Motivational Framework, Culturally Responsive Teaching,
and/or Shadowing a Student?
Facilitator?
Reread/Deep Read: Chapter 3
Work Session: Planning the shadowing experience
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
23. Drivers: leading with accountability is not the best way
to get accountability, let alone whole system reform.
Intrinsic motivation, instructional improvement
teamwork, and “allness” are crucial elements of whole
system reform.
Motivation is foundational to learning; students who
feel unsafe, unconnected, and disrespected are often
unmotivated to learn.
A strengths-focused orientation to teaching and
learning is foundational to student success within and
across demographically diverse student groups.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
24. Given your experience with schools and schooling,
what is resonating with you thus far? What are you
wrestling with?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
25. “This is the value of the teacher, who looks at
a face and says there’s something behind that
and I want to reach that person, I want to
influence that person, I want to encourage
that person, I want to enrich, I want to call out
that person who is behind that face, behind
that color, behind that language, behind that
tradition, behind that culture. I believe you
can do it. I know what was done for me.”
-Maya Angelou
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
26. Welcome
Video Conference with Margery Ginsberg
Quick Reading Review
In Yassir’s Shoes
Sam Palmer
The Farah Case Example
Work Session:
Preparing for the Shadowing Experience
Video (part deux)
Post Shadowing Reflection and Write Up
Wrap Up
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
27. Moving beyond traditional walk-throughs...
Deeper look at schooling through the eyes of a single
student
Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist
Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
Gain insight & perspective on a student’s experience of
being in school
Ideas for instructional and school improvement
Implications for leaders at all levels of the system as
willing adult learners
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
28. While shadowing will not dismantle the complicated
infrastructure of educational systems, it CAN
illuminate problems of everyday practice that re
within the spheres of influence of many educators.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
29.
30. Sharing out of plans
Pulling all the pieces together
What questions or concerns remain?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
31. “The road was new to me, as roads
always are, going back”
-Sarah Orne Jewett (2009) in Ginsberg
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
32. Theme:
Static vs. Dynamic
Concept of “Inertia”
How does adult learning fit with
this?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
33. Do Kids Really Want to Learn?
Progress, problem-solving, and check
in on Shadowing
What about those Puyallup Intern
meetings?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
34. DYNAMIC SCHOOLS
Shared Leadership
Cause beyond Oneself
Professional Development
Positive Learning Climate
Authentic Curriculum,
Instruction, and Assessment
Democratic (Inclusive)
Inquiry
Culturally Responsive
Partnership and Networks
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
35. Andragogy
Self-Directed Learning (SDL)
Transformational Learning
Experience and Learning
Holistic
Stage Theories
Life Cycle and Transition
Socio-Cultural: Role of Race and Ethnicity
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
36. Discussion:
Why is it important for a supervisor (principal or program
administrator) to know about adult learning and
development?
What are the most important things for you as a
supervisor (principal or program administrator) to know
about adult learning and development?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
37. Fullan:
“Many decisions about the kinds of educational innovations
introduced in school districts are biased, poorly thought
out, and unconnected to the stated purposes of education.”
Glickman:
“Many supervisors treat teachers as if they were all the
same, rather than as individuals in various stages of adult
growth.”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
38. Mezirow (2000) and Brookfield (2009)
...In order to learn and grow, teachers need to participate in a
continuous cycle of collaborative activity and reflection on
that activity and the need to develop the powers of critical
thinking.
Drago-Severson (2004, 2007, 2009) “Pillar Practices”
Encouraging teaming and partnering within and outside of
school
Fostering teacher-leadership
Promoting inquiry
Mentoring
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
39. Figure 4.1
Implications for Instructional Supervision, 1-11
Standards for Professional Learning
How do these concepts align with your
experiences?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
40. Glickman:
“Teacher or adult development is not monolithic,
linear, or eternal. The research on developmental
stages provides lenses for viewing teachers
individually and collectively as to their current levels of
thinking and commitment. Through such lenses we
can explore possible interventions to assist teachers
individually and collectively to move to higher stages
of development.”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
41. What ways do you see that knowledge of adult
development might be applied in the supervision and
professional development of teachers?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
42. Shadowing Reflections and Presentations
Chapter 5-Glickman: Reflections on Educational
Beliefs, Teaching, and Supervision
Ginsberg: Authentic Roles and Practices for
Culturally Responsive Teaching
Focused Write/Draft: Platform of Educational
Beliefs
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
43. THEME:
Reflections
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
44. Sharing in triads:
15 minutes for each presentation
10 minutes for presentation/5 minutes for questions
Set the context by giving some background to
your student:
Classes visited, informal interactions, etc.
What was your inquiry question?
What did your data suggest?
Where are the opportunities for improvement?
Wrap Up
What are the implications for your leadership?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
45. Shadowing a Student:
Insights and implications for leadership practice
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
46. “Although theory enhances the durability of
professional learning, imagination guides its
implementation to connect the dots between
students, curriculum, instruction, the school
environment—and a continuous sense of
opportunity”
(Fullan, 1993; Liu 2004, in Ginsberg 2011)
This approach to adult learning allows teachers to examine and construct new
learning and teaching methods rather than to simply implement prescribed ideas
about “good instruction.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
47. Chapter 5: Reflections on Educational Beliefs,
Teaching, and Supervision
Sergiovanni:
“What is needed is some firm footing in
principle…With a clearly defined platform, they can
begin to take a position relative to educational
practices, looking beyond the surface behavior to
probe for the real consequences of a variety of
school practices.”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
48. Page 81:
If the goal is…
Contextual:
Particular instructional goals
Local learning environment
Individual students
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
49. No single set of steps teachers can use to deliver
effective lessons.
HOWEVER…
Number of qualities possessed by expert teachers:
Expert teachers…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
50. “Where you stand depends
on where you sit…”
Identifying and critiquing cultural assumptions: p. 95
51. Glickman-page 85
Guiding questions 1-10
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
53. Read 5.1
Read 5.2
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
54. Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
55. What are some “planks” you would definitely
include in your supervisory platform?
Guiding Questions:
Beliefs-p. 85/ 1-10
Supervision-p. 86-87/ 1-8
56. Clinical Supervision Model
Practice
Teachers willing to support you in this work?
Glickman: Chapter 6
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
57. “…Whatever other factors that also suppress
achievement-poverty, social isolation, poor
preparation-can be substantially overcome in a
schooling atmosphere that reduces racial and
other vulnerabilities, not through unrelenting
niceness or ferocious regimentation, but by
WISENESS, by seeing value and acting on it.”
-Claude Steele
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
58. THEME:
Interpersonal Skills of Supervision
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
59. REVIEW:
No single set of steps teachers can use to deliver
effective lessons.
HOWEVER…
Number of qualities possessed by expert teachers:
Expert teachers…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
60. GOAL
Teacher reflection of practice, facilitated by
non-directive supervision.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
61. Morris Cogan: “Viewed clinical
supervision as a vehicle for developing
professional and responsible teachers,
who were capable of analyzing their own
performance, who were open to change
and assistance from others, and above
all, self-directing.”
-Pajak
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
62. “Clinical supervision may be defined as
supervision focused upon the
improvement of instruction by means of
systematic cycles of planning,
observation, and intellectual analysis of
actual teaching performances in the
interest of rational modifications”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
63. SERGIOVANNI
“Improving schools by (principals)
helping teachers…
To reflect on their practice,
To learn more about what they do and why,
To strive for self-improvement,
To share what they know with others, and
To strive to improve practice is the heart of what
supervision seeks to accomplish.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
64. It is not what the teacher does, but
rather, what the learner knows and is
able to do as a result of the learning
environment created by the teacher.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
65. Pre-conference
Identify the purpose and focus for the observation
Classroom Observation
Data Collection (descriptions and Interpretations)
Analysis of data
Determination of post-conference approach
Post-conference
Follow up plan
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
66. Listening
Clarifying
Encouraging
Reflecting
Presenting
Problem-solving
Negotiating
Directing
Standardizing
Reinforcing
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
67. Engage teachers in reflective thinking and
discussion.
Discuss the protocol.
Observation instruments should provide teachers
with information about their instruction and
student learning.
Collaborate with the teacher on tool or technique to be used.
Describe what occurred, interpret what it means.
Separate the interpretation from the description
Describe behavior, be specific in description d
Don’t interpret behavior
AND…avoid drawing conclusions based on one
observation
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
68. Template
Exemplar for reference
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
69. WORKING IN TEAMS
Success at the Core
View the video:
Inquiry-based Discussion
Examine the support materials:
Instructional Plan
Teacher Commentary
Analysis Questions: Student Work
Collaboratively complete the Clinical Supervision Template
1 example from each team
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
70. Reading: Glickman Chapters 7-8
Submit 2 clinical observations
1. Collaborative practice from your group
2. Practice with a colleague using the exemplar as a
point of reference
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
71.
72. THEMES:
Learning from each other and our shared
experiences; preparing ourselves for the
role of learning-focused leader.
Understanding the connections between
leadership for instructional improvement
and lesson analysis.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
73. AWSP LEADERSHIP FRAMEWORK:
Criterion 1: Creating a Culture
Sharing our schools’ learning communities.
Sharing new learning from the first sixty
days of our internship experiences.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
74. AWSP LEADERSHIP FRAMEWORK:
Criterion 5: Improving Instruction
Lesson Analysis and Instructional Feedback
Guest Speaker: Maija Thiel
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
75. Clinical Observation 2
Peer Feedback
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
76. Reading: Scan Glickman Chapters 7-8
Handout: Important Points to
Remember
Revise Clinical Observation 2 based on
feedback from your peer.
Complete Observation 3 based on
classroom observation with a peer.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
77.
78. THEMES:
Learning from each other and our shared
experiences; preparing ourselves for the
role of learning-focused leader.
Developing expertise.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
79. Shadowing, Wiggins, Lisa K.
What’s Ben been up to lately?
Others?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
80. If the goal is…
Teacher reflection of practice, facilitated by
non-directive supervision.
When would these supervisory approaches
apply?
Directive Control
Directive Informational
Collaborative
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
81. In teams of 3:
Presentation of “your classroom”
Sharing of clinical observation 4
Concerns you have
Questioning/clarifying
Specific feedback for learning
What insight will you take into your next
observation?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
82. AWSP LEADERSHIP FRAMEWORK:
Criterion 5: Improving Instruction
Lesson Analysis and Instructional Feedback
Tools available on the PSD site
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
83. Leading for Instructional Improvement:
Fink and Markholt
Introduction
Part One: Making the Case for Instructional
Expertise
Continuing with Clinicals…
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
84. THEMES:
Leading for Instructional Improvement
Developing expertise
Learning from each other and our shared
experiences; preparing ourselves for the
role of learning-focused leader
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
85. Leading for Instructional Improvement
What is quality learning?
What is meant by all students?
Quality learning for all is THE equity
and social justice issue of our time
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
86. If students are not learning, they are not being
afforded powerful learning opportunities:
Teaching matters above all else
Teaching practice varies greatly from classroom to
classroom
Consistent, high-quality teaching practice is in short
supply
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
87. Teaching is a highly complex and sophisticated
endeavor:
From an array of content standards to implementation of
CCSS
Tremendous diversity and variability in student learning
need
Preparation and professional growth-At any given point
in time, teachers are working to the limits of their
subject matter knowledge and pedagogical skill.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
88. Practice only improves when it is open for
public scrutiny:
Historic and inherently private endeavor
Move to public practice
Just-in-time feedback and coaching
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
89. Improving practice requires reciprocal
accountability:
Ultimately, it’s about leadership…Leadership matters!
If we are going to hold teachers accountable, we have an
equal and commensurate responsibility to verify they
know how to do what we are expecting them to do!
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
90. Reciprocal accountability implies a particular
kind of leadership:
If teachers are not providing powerful learning
opportunities for all students, it IS a leadership issue
Guiding, supporting, and nurturing teachers…
Remaining open to learning
The essence of “Coming Alongside” in Puyallup
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
91. Leaders cannot lead what they don’t know:
Leaders MUST know what good teaching looks like
Common language/shared understanding
“The better we see, the better we are able to lead”
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
92. Novice v. Expert
What do you see?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
93. Novice v. Expert
What do you see?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
94. Novice v. Expert
Leader with expertise can identify and discuss key
elements with specificity and evidence; express wonder
or questions; and offer alternatives to teaching decisions.
Novice leaders do not notice or think about key elements
of the instruction; convey obvious misconceptions about
or misuses of those key elements.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
95. Novice v. Expert
Novices tend to make evaluative judgments more quickly
based on superficial understanding.
Experts tend to withhold judgment until they can
describe in evidentiary terms what they are noticing
along with important questions that will guide further
leadership actions.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
96. Experience shows us there is wide variation of
what constitutes quality instruction.
Without a shared understanding of what we
mean by quality instruction, we have no basis
form which to mount an improvement effort.
(Think TPEP)
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
97. The primary role of school and district
leaders must be the cultivation of
EXPERTISE to improve practice,
including both teaching and leadership
practice.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
98. It takes expertise to make expertise…
Learning expertise - continuing to refine
skills and attitudes toward learning
Teaching expertise – Complex and
sophisticated leadership work…
Creating the conditions
Nurturing the learner’s role
Actually being good at teaching
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
99. In terms of leadership,
Content expertise is the deep understanding of quality
instruction, and
Pedagogical expertise is in knowing how to guide,
support, nourish and nurture teachers in their own
improvement effort.
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
100. In teams of 3:
Presentation of “your classroom”
Sharing of clinical observation
Remember the phrase, ”As evidenced by…”
Your reflections: What are you wondering
about-key questions, next steps, etc.?
What insight will you take into your next
observation? How are you thinking of ways to
support and propel teacher growth?
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
101. Making teaching a public practice
Develop a deepened and shared
understanding of that practice
Use this emerging knowledge to implement
specific improvement efforts
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
102. Developing an Expert Instructional Eye
Chapters 2/3
Leading for Instructional Improvement
Chapters 4/5
Personal Best, By Atul Gwande
Reflective Prompt:
In your role as district, school, or teacher leader, how do
you develop your own and others’ “learner expertise”
and “teacher expertise”?
Continuing with Clinical Observations
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014
103. Welcome, Vicky Bates AWSP
Readings will be posted to the blog in preparation for
Vicky’s visit
Nov. 12: Welcome, Anneke Markholt, UW
Leading for Instructional Improvement, through Ch.5
Continuing with Clinical Observations
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014