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From Super Vision to Teacher's Vision
 

From Super Vision to Teacher's Vision

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    From Super Vision to Teacher's Vision From Super Vision to Teacher's Vision Presentation Transcript

    • FROM “SUPER VISION” TO TEACHER'S VISION Mariana Porta Leonardo Castelluccio
    • Fact: Directors and Coordinators need to ensure the quality of the teaching taking place in their institutions.
    • The question: How can that responsibility be assumed without falling into vertical models of supervision?
    • Facts: Three reasons to implement a different teacher development program:
      • increasing customer demands: QUALITY!
      • a more heterogeneous community of teachers
      • time constraints
    • Goal: a program that implements…
      • Teacher Participation, 3 more reasons:
          • a motivational tool to defeat burnout
          • a strategy to grow professionally
          • a deeply believed principle of organizational communication.
    • A paradigm for participation
      • empowerment :
      • accountability
      • structured participation
    • POSSESSIONS What do I have? POWER What can I do? VALUE How am I recognized ? 3 Parameters to analyze life at work:
      • having :
      • a salary
      • a job description
      • a role
      • a status
      • benefits
      • perks
      • an office or any physical area
      • furniture and equipment
      • resources
      • time
      • opportunities
      • being able to:
      • control
      • decide
      • supervise
      • access information
      • access restricted information
      • set my own goals
      • develop my project
      • create
      • being worthy of:
      • esteem
      • recognition
      • voice
      • respect
    • Why is it hard to implement participation?
      • Lack of awareness : Could it be possible? Would it be beneficial?
      • Fear : the unknown.
      • What happens if I lose control?
      • Lack of tools : How do I do it?
      • How do we profit from it?
    • A three step approach towards participation: Begin with yourself Develop tools and Explore Collect data and reflect
    • A three -step approach towards participation:
      • 1. Begin with yourself:
      • What kind of manager/teacher are you?
    • A three- step approach towards participation:
      • 2. Create, explore and develop tools for participation.
    • A three -step approach towards participation:
      • 3. Reflect and …
      • remember the ripple effect.
    • TO PRACTICE FROM THEORY TOWARDS A NEW KIND OF ACADEMIC MANAGEMENT
    • COMPONET 1 : CROSS VISITS
      • visit form
      • visit arrangements
      • follow-up: collecting feedback
    • Form:
      • Focus of obervation:
        • teacher´s choice
        • observer’s choice
      • Planning
      • Management
      • T-st. And st-st. Interaction
      • Institution´s profile: two perspectives
      • Follow up
    • A sample of a teacher’s feedback on cross-visiting “ I think of cross visiting as a gain. Doing this will help me gain more ground on grammar presentation. All in all, I’m really happy to have that opportunity to visit her.”
    • COMPONENT 2: REFLECTING UPON CAREER STAGES
      • Personal
      • Director/Coordinator - Teacher
      • Whole-staff
      • You carefully plan your lessons and that planning may take much longer than the teaching session itself.
      • You feel amazed and surprised by students' expression of love, gratitude and respect for you. You did not expect this.
      • You are pretty bound to your class plan. You don't improvise, change, or discard your plan at any moment.
      • You tend to be more concerned about your class plan than about how it will turn into actual on-ground class management.
      • While teaching, you are often more concerned about your teaching than about students' learning.
      • You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won't work with my students.
      • You admire certain teachers and you feel you will never get to be that good.
      • You are often surprised by the emergent. There is always something you haven't considered when planning or there's always a student who asks the unexpected question.
      • You have been able to focus on individual students and individual problem situations and seek a solution. You find yourself thinking “How can I help a particular student who ...”?
      • Your class usually runs smoothly most of the times.
      • You enjoy teaching most of the times.
      • You have a few management “tricks” that usually work very effectively and you rely on them.
      • You are more concerned with specific aspects of your planning in order to approach a particular teaching point, student profile or course challenge than you are about your planning skills in general.
      • You are more concerned with specific aspects of your management such as “What other error correction techniques could I use”
      • You are rarely surprised by the emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.
      • You have found yourself seeking help from teachers who have had similar experiences and you've been willing to try out some of those suggestions.
      • You are getting tired of doing the same things over and over.
      • You ask yourself more questions about new developments in the field.
      • You occassionally think you should have chosen a different profession.
      • You sometimes wonder. is this what I'm going to do the rest of my life? I don't know if I want to.
      • You feel you have been repeating yourself and you find a need for renewal and refreshment.
      • You believe there is basically “nothing new under the sun.”
      • You have thought of leaving the profession.
      • You have come to terms with the profession.
      • You have reached a comfortable level of confidence in your own competence.
      • You ask yourself deeper and more abstract questions about learning, teaching, education or school management.
      • You keep expanding your repertoire of teaching techniques.
      • You have found yourself giving guidance, support and suggestions to younger colleagues.
      • You feel you are professional who can keep developing and growing.
      • You are pretty confident to face most substitutions on the spur of the moment.
    • 1-8 SURVIVAL 9-16 CONSOLIDATION 17-23 RENEWAL 24-30 MATURITY Source: Lilian Katz The Developmental Stages of Teachers http://ceep.crc.uiuc.edu/pubs/katz-dev-stages.html
    • Will teachers think reflecting upon career stages is worth doing? Some of our teachers left their comments about this in our blog
    •  
    •  
    • COMPONENT 3 : DATA PROCESSING AND DRAWING CONCLUSIONS
      • Kind of teacher we have
      • kind of teacher we need
      • Kind of teacher we want to aim at
      What kind of teacher do we aim at?
    • We want ACTIVE teachers
      • participate in their own development process and in other colleagues’
      • have a voice in the hiring of new teachers
      • train novice teachers – especially those at the survival stage
      • attend academic events
      • deliver workshops and in-service training
      • publish in blog, wikies, newsletters, journals
    • OUR BLOG
    • DYNAMIC AND PARTICIPATORY ACADEMIC MANAGEMENT AUTHORITATIVE AND STATIC MANAGEMENT
    • As directors and coordinators we need to:
      • carry out supervision in a way that respects diversity and teacher's needs.
      • create room for teachers' discovery of their needs.
      • give teachers a chance to "re-invent themselves” and self direct.
      • provide teachers with supportive environment
      • provide enjoyable moments
    • Preliminary conclusions
      • Participation
        • is a learning process
        • takes time
        • means risk taking
        • requires empowering
        • needs leadership
        • must be structured
        • should become part of the culture of the organization.