Edad 516 wsup

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

Fall, 2014

What do you know and or believe
about leadership and the supervision
Fall, 2014
of instruction?

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”?

 Norms
 Goals, Outcomes, and Assessments
 Purpose
 WCEAP Common Performance Task Guide:
Fall, 2014
Standards 2A and 2B
 Course Objectives
 Course Assignments
 Expectations for completion/grading

Fall, 2014
 Theoretical framework
 Broader look at supervision
 Built on a clinical model

 SuperVision: A New Name for a New Paradigm
 Supervision and Moral Purpose
 ”Democratic Spirit”
 Prerequisites: (Figure 1.2)
 Knowledge
 Interpersonal skills
 Technical skills
Fall, 2014

Fall, 2014
 Foundation in intrinsic
motivation
 Cultural relevancy
 Grounded in inquiry-based
practices

 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
Fall, 2014

 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.
Fall, 2014

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)
Fall, 2014

 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?
Fall, 2014

 Welcome
Fall, 2014

 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?
Fall, 2014

 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?
Fall, 2014

 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?
Fall, 2014

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.
Fall, 2014

 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
Fall, 2014

 As you think about shadowing a student, what do
you want to learn and why? (This will help you define your inquiry question)
Fall, 2014

 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
Fall, 2014

 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.
Fall, 2014

Given your experience with schools and schooling,
what is resonating with you thus far? What are you
wrestling with?
Fall, 2014

“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
Fall, 2014

 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
Fall, 2014

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.
Fall, 2014

 Sharing out of plans
 Pulling all the pieces together
 What questions or concerns remain?
Fall, 2014

“The road was new to me, as roads
always are, going back”
-Sarah Orne Jewett (2009) in Ginsberg
Fall, 2014

 Theme:
 Static vs. Dynamic
 Concept of “Inertia”
 How does adult learning fit with
this?
Fall, 2014

 Do Kids Really Want to Learn?
 Progress, problem-solving, and check
in on Shadowing
 What about those Puyallup Intern
meetings?
Fall, 2014

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
Fall, 2014

 Andragogy
 Self-Directed Learning (SDL)
 Transformational Learning
 Experience and Learning
 Holistic
 Stage Theories
 Life Cycle and Transition
 Socio-Cultural: Role of Race and Ethnicity
Fall, 2014

 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?
Fall, 2014

 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.”
Fall, 2014

 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
Fall, 2014

 Figure 4.1
 Implications for Instructional Supervision, 1-11

 Standards for Professional Learning
 How do these concepts align with your
experiences?
Fall, 2014

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.”
Fall, 2014

What ways do you see that knowledge of adult
development might be applied in the supervision and
professional development of teachers?
Fall, 2014

 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
Fall, 2014

THEME:
Reflections
Fall, 2014

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?
Fall, 2014

Shadowing a Student:
Insights and implications for leadership practice
Fall, 2014

“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.
Fall, 2014

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.”
Fall, 2014

If the goal is…
Contextual:
 Particular instructional goals
 Local learning environment
 Individual students
Fall, 2014

No single set of steps teachers can use to deliver
effective lessons.
HOWEVER…
Number of qualities possessed by expert teachers:
Expert teachers…
Fall, 2014

“Where you stand depends
on where you sit…”
Identifying and critiquing cultural assumptions: p. 95

Glickman-page 85
Guiding questions 1-10
Fall, 2014

Glickman-pp. 86-87
Guiding Questions 1-8

 Read 5.1
 Read 5.2
Fall, 2014

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

Clinical Supervision Model
 Practice
 Teachers willing to support you in this work?
Glickman: Chapter 6
Fall, 2014

“…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
Fall, 2014

THEME:
Interpersonal Skills of Supervision
Fall, 2014

REVIEW:
No single set of steps teachers can use to deliver
effective lessons.
HOWEVER…
Number of qualities possessed by expert teachers:
Expert teachers…
Fall, 2014

GOAL
Teacher reflection of practice, facilitated by
non-directive supervision.
Fall, 2014

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
Fall, 2014

“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”
Fall, 2014

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.
Fall, 2014

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.
Fall, 2014

 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
Fall, 2014

 Listening
 Clarifying
 Encouraging
 Reflecting
 Presenting
 Problem-solving
 Negotiating
 Directing
 Standardizing
 Reinforcing
Fall, 2014

 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
Fall, 2014

Template
Exemplar for reference
Fall, 2014

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
Fall, 2014

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
Fall, 2014

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.
Fall, 2014

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.
Fall, 2014

AWSP LEADERSHIP FRAMEWORK:
Criterion 5: Improving Instruction
 Lesson Analysis and Instructional Feedback
 Guest Speaker: Maija Thiel
Fall, 2014

 Clinical Observation 2
 Peer Feedback
Fall, 2014

 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.
Fall, 2014

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