Advising and Supporting Teachers

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  • ** realistic with changes– change can’t happen overnight…
  • Advising and Supporting Teachers

    1. 1. Advising and supporting teachers<br />Wilson A. Leguizamon Vargas<br />
    2. 2. Feedback<br />Pre-serviceandin-servicecontexts<br />
    3. 3. Whoiswho?<br />Whoisthe pre-serviceteacher?<br />Whoisthe in-serviceteacher? <br />
    4. 4. And… whoistheadvisor?<br />Thein-serviceteacher= theteacherwho has experience<br />Thecriticalfriend/ Peer coaching<br />Theheadteacher/ mentor/ coach etc.<br />
    5. 5. Planning Conference (Pre-Brief)<br />The teacher and coach confer to:<br /><ul><li>Clarify learning goals (teacher and student)
    6. 6. Collaboratively plan tasks or work the students will complete to achieve the intended outcomes
    7. 7. Determine evidence of proficient student achievement
    8. 8. Identify student or teacher behaviors the coach should observe
    9. 9. Agree on the role(s) the teacher and the coach will perform during the lesson.</li></li></ul><li>In class support<br />The teacher and the coach collaborate in the delivery of the planned lesson through these activities:<br /><ul><li>Observation
    10. 10. Demonstration lesson
    11. 11. Co-Teaching
    12. 12. Gradual release of responsibility from coach to teacher</li></li></ul><li>Evaluating Impact of Effective Teaching Strategies<br />
    13. 13. Providing Feedback<br />Not evaluating teacher, but evaluating the effectiveness of the Effective Teaching Strategies as evidenced by: <br /><ul><li>impact on student outcomes.</li></li></ul><li>Debriefing<br />The teacher and the coach meet to discuss:<br /><ul><li>Degree to which students have mastered the learning outcomes
    14. 14. Effective Teaching Strategies used by the coach/teacher.
    15. 15. Instructional adjustments the teacher made during the lesson</li></li></ul><li>Feedback<br />The goal of feedback is to improve current situations without criticizing or offending.<br />Should be:<br /><ul><li>Descriptive rather than Evaluative (visible)
    16. 16. Specific instead of general
    17. 17. Given as soon as possible
    18. 18. Realistic
    19. 19. Positive </li></li></ul><li>Reflection<br />“The teacher cannot rely on either instinct alone or on prepackaged sets of techniques. Instead, she or he must think about what is taking place, what the options are and so on, in a critical, analytical way. In other words the teacher must engage in reflection.”<br />John W. Brubacher, Charles W. Case, and Timothy G. Reagan<br />

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