Pet485 supervision presentation
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This document discusses strategies for enhancing the student teaching experience through reflection and supervision. It identifies the roles in the supervisory chain of command between the student teacher, cooperating teacher, university supervisor, and student teaching coordinator. It also outlines Donald Schön's models of reflection-in-action and reflection-on-action. Finally, it discusses a study that found reflection can be learned and help professional growth, but student teachers often focus reflections on technical teaching issues rather than situational factors, and supervision is critical to developing reflective skills.
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The document discusses instructional supervision and its importance in improving teaching practices and student learning outcomes. It provides definitions of instructional supervision from different authors that emphasize its role in evaluating and improving instruction. The supervision process involves analyzing classroom interactions and teacher/student behaviors through tools like Flanders interaction analysis, which codes and categorizes verbal exchanges to identify supervision needs and areas for instructional development. The overall goal of instructional supervision is to enhance the instructional program and teaching practices through ongoing evaluation and feedback between supervisors and teachers.
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This document discusses theories of organizational leadership that will inform the author's approach as a future school leader. It summarizes views of Luther Gulick and Max Weber that promoted top-down leadership and division of labor. The author believes in empowering staff and finding positions that build on their strengths. The document also discusses the importance of school culture and climate, facilitating change through Lewin's three-step model, using cooperative conflict resolution, involving teachers in relevant decisions, and motivating teachers through instructional support and professional development.
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2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
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Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.
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Pet485 supervision presentation
- 1. Student Teaching Reflective and Supervisory Tactics to Enhance Pre-service Teacher Experience // by Forrest Bleinberger
- 2. Goals of Presentation • Identify the roles within the supervisory chain of command • Define the roles within the supervisory chain of command • Breakdown the situated learning model of supervision • Define and breakdown Donald Schön’s two models of reflection • Discuss Tsangaridou and O’Sullivan’s findings on reflective strategies amongst pre-service physical education teachers • Application of these reflective practices in the student teaching placement
- 3. Supervisory Chain of Command Student Teaching Coordinator—Dr. Harvey University Supervisor—Phil Liversedge // Cooperating Teacher—Mrs. Arbogast (MHS) & Mr. Garber (WES) Pre-service Teacher Candidate—Forrest Bleinberger
- 4. Supervisory Chain of Command—roles defined • Student Teaching Coordinator—oversees the entire operation; will become directly involved in “critical moments” (either good or bad) • University Supervisor—liases with student, teacher, school and MUSE; gives regular written and verbal feedback to student; acts as a mentor for the student • Cooperating Teacher—provides: professional support and encouragement; access to school policies and resources; verbal and written feedback to student • Pre-service Teacher Candidate—plans and implements lessons and/or programs; critically reflects on practice; actively participates in all aspects of school life; takes responsibility for their own learning; displays a professional approach to all aspects of school experience
- 7. Donald Schön’s Models of Reflection (1993) • Reflection-in-action • Works on getting to the bottom of what is happening in the experiencer’s processes, decision-making and feelings at the time of the event or interaction. • Reflection-on-action • Works of sifting over a previous event to take into account new information or theoretical perspectives available in conjunction with the experiencer’s processes, feelings and actions.
- 10. “Using Pedagogical Reflective Strategies to Enhance Reflection Among Pre-service Physical Education Teachers” • Study conducted by Niki Tsangaridou and Mary O’Sullivan of OSU in 1994 • Three major conclusions: • The act of reflection can be a learned enterprise that can lead to professional growth and development • Prospective teachers placed asymmetrical emphasis on the focus of reflection, since the focus of reflection was mostly dominated by technical issues of teaching as distinct from situational and sensitizing issues • The supervisory process is critical in promoting pre-service teachers’ reflective capabilities
- 11. Applying Reflection Practices to Our Student Teaching Placements • Each day and even each period will be a new learning experience for us in our student teaching placements • Our undergrad prepares us in pedagogical practices and tactics and content development but NOT how to be a teacher—this is where we must learn to utilize reflection to grow to become the best possible pre-service teacher • Reflection at the end of the day will be needed to decompress and plan for the next day • Through reflection we avoid plateauing and continue to “build the steps” toward the ultimate goal of becoming the best possible teacher we can be
- 12. Questions?
- 13. References • Harvey, Stephen. “Models of Supervision/Reflection.” 2014. Powerpoint. • Tsangaridou, Niki, and Mary O'Sullivan. "Using Pedagogical Reflective Strategies to Enhance Reflection Among Pre-service Physical Education Teachers." Journal of Teaching in Physical Education 33rd ser. 14.13 (1994): 13-33. Web.