From Super Vision to Teacher's Vision

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From Super Vision to Teacher's Vision

  1. 1. FROM “SUPER VISION” TO TEACHER'S VISION Mariana Porta Leonardo Castelluccio
  2. 2. Fact: Directors and Coordinators need to ensure the quality of the teaching taking place in their institutions.
  3. 3. The question: How can that responsibility be assumed without falling into vertical models of supervision?
  4. 4. Facts: Three reasons to implement a different teacher development program: <ul><li>increasing customer demands: QUALITY! </li></ul><ul><li>a more heterogeneous community of teachers </li></ul><ul><li>time constraints </li></ul>
  5. 5. Goal: a program that implements… <ul><li>Teacher Participation, 3 more reasons: </li></ul><ul><ul><ul><li>a motivational tool to defeat burnout </li></ul></ul></ul><ul><ul><ul><li>a strategy to grow professionally </li></ul></ul></ul><ul><ul><ul><li>a deeply believed principle of organizational communication. </li></ul></ul></ul>
  6. 6. A paradigm for participation <ul><li>empowerment : </li></ul><ul><li>accountability </li></ul><ul><li>structured participation </li></ul>
  7. 7. POSSESSIONS What do I have? POWER What can I do? VALUE How am I recognized ? 3 Parameters to analyze life at work:
  8. 8. <ul><li>having : </li></ul><ul><li>a salary </li></ul><ul><li>a job description </li></ul><ul><li>a role </li></ul><ul><li>a status </li></ul><ul><li>benefits </li></ul><ul><li>perks </li></ul><ul><li>an office or any physical area </li></ul><ul><li>furniture and equipment </li></ul><ul><li>resources </li></ul><ul><li>time </li></ul><ul><li>opportunities </li></ul>
  9. 9. <ul><li>being able to: </li></ul><ul><li>control </li></ul><ul><li>decide </li></ul><ul><li>supervise </li></ul><ul><li>access information </li></ul><ul><li>access restricted information </li></ul><ul><li>set my own goals </li></ul><ul><li>develop my project </li></ul><ul><li>create </li></ul>
  10. 10. <ul><li>being worthy of: </li></ul><ul><li>esteem </li></ul><ul><li>recognition </li></ul><ul><li>voice </li></ul><ul><li>respect </li></ul>
  11. 11. Why is it hard to implement participation? <ul><li>Lack of awareness : Could it be possible? Would it be beneficial? </li></ul><ul><li>Fear : the unknown. </li></ul><ul><li>What happens if I lose control? </li></ul><ul><li>Lack of tools : How do I do it? </li></ul><ul><li>How do we profit from it? </li></ul>
  12. 12. A three step approach towards participation: Begin with yourself Develop tools and Explore Collect data and reflect
  13. 13. A three -step approach towards participation: <ul><li>1. Begin with yourself: </li></ul><ul><li>What kind of manager/teacher are you? </li></ul>
  14. 14. A three- step approach towards participation: <ul><li>2. Create, explore and develop tools for participation. </li></ul>
  15. 15. A three -step approach towards participation: <ul><li>3. Reflect and … </li></ul><ul><li>remember the ripple effect. </li></ul>
  16. 16. TO PRACTICE FROM THEORY TOWARDS A NEW KIND OF ACADEMIC MANAGEMENT
  17. 17. COMPONET 1 : CROSS VISITS <ul><li>visit form </li></ul><ul><li>visit arrangements </li></ul><ul><li>follow-up: collecting feedback </li></ul>
  18. 18. Form: <ul><li>Focus of obervation: </li></ul><ul><ul><li>teacher´s choice </li></ul></ul><ul><ul><li>observer’s choice </li></ul></ul><ul><li>Planning </li></ul><ul><li>Management </li></ul><ul><li>T-st. And st-st. Interaction </li></ul><ul><li>Institution´s profile: two perspectives </li></ul><ul><li>Follow up </li></ul>
  19. 19. 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.”
  20. 20. COMPONENT 2: REFLECTING UPON CAREER STAGES <ul><li>Personal </li></ul><ul><li>Director/Coordinator - Teacher </li></ul><ul><li>Whole-staff </li></ul>
  21. 21. <ul><li>You carefully plan your lessons and that planning may take much longer than the teaching session itself. </li></ul><ul><li>You feel amazed and surprised by students' expression of love, gratitude and respect for you. You did not expect this. </li></ul><ul><li>You are pretty bound to your class plan. You don't improvise, change, or discard your plan at any moment. </li></ul><ul><li>You tend to be more concerned about your class plan than about how it will turn into actual on-ground class management. </li></ul><ul><li>While teaching, you are often more concerned about your teaching than about students' learning. </li></ul><ul><li>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. </li></ul><ul><li>You admire certain teachers and you feel you will never get to be that good. </li></ul><ul><li>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. </li></ul>
  22. 22. <ul><li>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 ...”? </li></ul><ul><li>Your class usually runs smoothly most of the times. </li></ul><ul><li>You enjoy teaching most of the times. </li></ul><ul><li>You have a few management “tricks” that usually work very effectively and you rely on them. </li></ul><ul><li>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. </li></ul><ul><li>You are more concerned with specific aspects of your management such as “What other error correction techniques could I use” </li></ul><ul><li>You are rarely surprised by the emergent. You pretty much know what to expect from students and they seldom ask an unexpected question. </li></ul><ul><li>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. </li></ul>
  23. 23. <ul><li>You are getting tired of doing the same things over and over. </li></ul><ul><li>You ask yourself more questions about new developments in the field. </li></ul><ul><li>You occassionally think you should have chosen a different profession. </li></ul><ul><li>You sometimes wonder. is this what I'm going to do the rest of my life? I don't know if I want to. </li></ul><ul><li>You feel you have been repeating yourself and you find a need for renewal and refreshment. </li></ul><ul><li>You believe there is basically “nothing new under the sun.” </li></ul><ul><li>You have thought of leaving the profession. </li></ul>
  24. 24. <ul><li>You have come to terms with the profession. </li></ul><ul><li>You have reached a comfortable level of confidence in your own competence. </li></ul><ul><li>You ask yourself deeper and more abstract questions about learning, teaching, education or school management. </li></ul><ul><li>You keep expanding your repertoire of teaching techniques. </li></ul><ul><li>You have found yourself giving guidance, support and suggestions to younger colleagues. </li></ul><ul><li>You feel you are professional who can keep developing and growing. </li></ul><ul><li>You are pretty confident to face most substitutions on the spur of the moment. </li></ul>
  25. 25. 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
  26. 26. Will teachers think reflecting upon career stages is worth doing? Some of our teachers left their comments about this in our blog
  27. 29. COMPONENT 3 : DATA PROCESSING AND DRAWING CONCLUSIONS <ul><li>Kind of teacher we have </li></ul><ul><li>kind of teacher we need </li></ul><ul><li>Kind of teacher we want to aim at </li></ul>What kind of teacher do we aim at?
  28. 30. We want ACTIVE teachers <ul><li>participate in their own development process and in other colleagues’ </li></ul><ul><li>have a voice in the hiring of new teachers </li></ul><ul><li>train novice teachers – especially those at the survival stage </li></ul><ul><li>attend academic events </li></ul><ul><li>deliver workshops and in-service training </li></ul><ul><li>publish in blog, wikies, newsletters, journals </li></ul>
  29. 31. OUR BLOG
  30. 32. DYNAMIC AND PARTICIPATORY ACADEMIC MANAGEMENT AUTHORITATIVE AND STATIC MANAGEMENT
  31. 33. As directors and coordinators we need to: <ul><li>carry out supervision in a way that respects diversity and teacher's needs. </li></ul><ul><li>create room for teachers' discovery of their needs. </li></ul><ul><li>give teachers a chance to &quot;re-invent themselves” and self direct. </li></ul><ul><li>provide teachers with supportive environment </li></ul><ul><li>provide enjoyable moments </li></ul>
  32. 34. Preliminary conclusions <ul><li>Participation </li></ul><ul><ul><li>is a learning process </li></ul></ul><ul><ul><li>takes time </li></ul></ul><ul><ul><li>means risk taking </li></ul></ul><ul><ul><li>requires empowering </li></ul></ul><ul><ul><li>needs leadership </li></ul></ul><ul><ul><li>must be structured </li></ul></ul><ul><ul><li>should become part of the culture of the organization. </li></ul></ul>

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