Combining Clinical Supervision with Teacher Evaluation Nancy Marsho Cardinal Stritch University

Purposes of Teacher Evaluation/Supervision Student Learning Curriculum, Assessment, & Instruction Professional Development Quality Assurance

EffectiveTeacher Evaluation Six Critical Attributes: Clear and Distinct Purposes Clear, Understandable Criteria and Indicators Use of a variety of data sources Differentiated delivery Consistent Implementation Periodic Assessment Process does not work if these factors are not in place

A definition of Clinical Supervision: Clinical supervision may be defined as supervision focused upon the improvement of instruction by means of systematic cycles of: Planning conference The observation The post conference (based on intensive intellectual analysis of actual teaching performance in the interest of rational modification) Professional development Has been around since 1920’s – updated in the 1970’s. This adds the change process

Reflective Clinical Supervision Assumptions It is a deliberate instructional intervention It is goal oriented – combining school needs with the personal growth needs It assumes a professional working relationship It requires a high degree of mutual trust It assumes that the supervisor knows a great deal about the analysis of instruction and learning and also about productive human interaction

The Planning Conference Determine collaboratively (if possible) the focus of the observation (directive informational, collaborative, or self-directed) Determine the method and form of observation (determine standard, criteria and tool choices) Set the time of the observation and the post-conference May desire or have a required form – see page 69 (module) See page 23 of SIT

Sources of Criteria for Teacher Evaluation National Professional Teaching Standards The Danielson Framework – Domains-p.67-68 module DPI Ten Teacher Standards –p. 66: module Marzano’s The Art & Science of Teaching Other- Board Policy and Legal Requirements

The Observation Finalize the choice of the tool to be used Conduct the observation Verify the post-conference meeting time, and offer a copy of the completed observation tool to the teacher Analyze the facts; begin thinking of interpretations Choose a post conference interpersonal approach See pages 124-125 of SIT

The Post Conference Teacher self analyzes – ask reflective questions Preview conference – may desire or have required form- (see page 55 of the module) Teacher self analyzes – ask reflective questions Provide feedback from the data Teacher analyzes the data with supervisor support Reinforce teacher behaviors in evidence in terms of positive impact on student learning Explore alternative behaviors/skills Create a follow up plan

Data Sources Danielson & McGreal: Chapter 5 Sullivan & Glanz: Version 3: 78 & ff. Observation with specific data form Goal Completion Evidence Self-Assessment Structured Reflection on Practice Planning Documents Teaching Artifacts Student Learning Evidence/Work Samples Other- Communications; Prof. Development Activities; Feedback from Others

Differentiated Levels/Options 1. Beginning Teacher Directive-Informational 2. Experienced Teacher Collaborative Nondirective 3. Teacher Assistance Directive control