The Changing Role of the Principal Supervisor: Balancing the Principal Supervisor Roles of Coach and Evaluator INTRODUCTION: Jackie provides background, outcomes for session. HANDOUT would be the Wallace toolkit, in entirety or specified pages with link provided for download Jackie Wilson, Director Delaware Academy for School Leadership, University of Delaware Gary Bloom, Senior Program Consultant, New Teacher Center, Santa Cruz, CA Irene Cejka, Director, School Performance and Accountability (OSPA), Broward County Brandon Snyder, Assistant Principal, Indian River School District, Delaware

OUTCOMES Reflect upon the roles of supervisor and coach Review Blended Coaching model in the context of supervision Understand and apply the concepts of supervisorial feedback and direction Experiment with a few tools from the new Wallace Foundation Toolkit for Principal Supervisors Jackie

Your reflections on the roles of coach v. evaluator.. One success… One challenge… Irene or Jennifer

Trio Chat Within in your trio, identify: Common challenges Common successes How are the roles of coach and supervisor Synergistic Antagonistic Irene or Jennifer. Irene and Jennifer also share anecdotes, thoughts from their own practices. Chart responses

Model Principal Supervisor Professional Standards (CCSSO) Principal Supervisors dedicate their time to helping principals grow as instructional leaders. Principal Supervisors coach and support principals and engage in effective learning strategies to help principals grow as instructional leaders. Principal Supervisors shift from being a coach to being a supervisor as necessary to push the learning of the principal. Jackie

Some Coaches: Gary

And in other professions… Gary

What is coaching? The coach is a different observer of the client and the context The coach’s purpose is to support a client in clarifying and pursuing goals The relationship is based on trust and permission Problems are valued as learning opportunities The coach’s fundamental commitment is to professional performance and student success, and the coach will appropriately support and push the client to that end Gary

Blended Coaching Gary

Foundational Coaching Skills (page 18) Opening Listening Paraphrasing Asking Clarifying Questions Listening for Narratives Mediational Questions Summarizing Gary

Coaching Language Deeper Understanding & Improved Practices BUILD A TRUSTING ENVIRONMENT Acknowledge feelings, ideas, and promising work Listen Appreciate & validate Statements grounded in evidence ASK MEDIATIONAL QUESTIONS THAT PROMOTE THINKING What would it look like if…? What do you think might happen if…? What sort of impact do you…? What’s another way you might…? How did you decide to…? How will you know that…? How might you…? ASK CLARIFYING QUESTIONS Would you tell me a little more about…? Would you explain further what you meant by…? It’d help me understand if… To what extent…? I’m curious about… Tell me what you mean when… Coaching Language Gary PARAPHRASE AND SUMMARIZE It sounds like… I’m hearing… Then you’re saying…[thinking, considering] So in other words…

Marybarbara’s Dilemma Irene or Jennifer. This is a short video in which Marybarbara asks her supervisor for support in deciding whether or not to retain a new teacher. Role play is an exercise in balancing coaching against giving direction.

Role Play: A Staffing Dilemma “A” will play Marybarbara’s supervisor “B” will play Marybarbara “C” will observe for coaching moves and Marybarbara’s responses Irene or Jennifer (five minutes) 13

Supervisorial Feedback and Direction Inform and Shape Coaching gary FEEDBACK

Supervisorial Feedback Grounded in evidence Attention to impact on student learning Supports on-going collaborative effort and growth Deeper Understanding & Improved Practices COACHING Gary

Supervisorial Direction BUILDING TRUST & ADDRESSING CONCERNS Situate as a concern for: Impact on student learning Immediate professional growth Immediate Action & Improved Practice Supervisorial Direction Driven by a sense of safety, urgency and patters of practice Language Matters I expect you to… How will you…? Your ____ needs to… You need to … So in other words… Include yourself How can I support you…? What resources can we identify to help…? Gary

Crafting and Delivering Effective Supervisorial Feedback and Direction Read the characteristics of effective feedback and direction on page 28 Think of a recent time when you provided a supervisee with feedback and/or direction How did that interaction map against these characteristics? Discuss Jackie

A Quick Role Play: Kiara page 29 A: Principal Supervisor B: Kiara C: Observer (see Session Observation template on page 43) Jackie

Planning for Feedback and Direction Identify a case-study principal with your supervision team Use the planning guide on page 30 to develop an approach to provide feedback and/or direction Discuss with a neighboring team Irene or Jennifer

Thank you Jackie Wilson, Director Delaware Academy for School Leadership, University of Delaware Gary Bloom, Senior Program Consultant, New Teacher Center, Santa Cruz, CA Irene Cejka, Director, School Performance and Accountability (OSPA), Broward County Schools Brandon Snyder, Assistant Principal, Indian River School District, DE