Introduction to Supervision EDCL :30 p.m. - 4:10 p.m. Summer II 2010 Sherry Lepine, Ph.D.

Introductions Groups of 3 or 4 Ask only these 2 questions: Where are you from? What do you do? Based on the answers to the 2 ?’s, mentally guess (not aloud) 1. The person's favorite kind of food, favorite genre of music, and favorite pastime. Do not share your predictions. Repeat until all group members have answered

Whole Group Select one person to go first. He/She introduces the person on the right and shares the 3 predictions about the person. The person shows, one, two, or three fingers to indicate how many are right, or a fist to show none are right. Continue until all have shared.

Next The person tells which of the predictions were right and the answers to the questions Return to your seats.

Perceptions Are colored by our pre-conceived notions What information did you use to make your guesses? What pre-conceived notions do we make about students in our classrooms?

Take the Awareness Test ay4 When concentrating on one aspect of our students, we can miss many other important details.

Dimensions of Culture For the next activity you will need two colored cards, one green, one purple This a forced choice activity To choose the top statement, raise the purple card To choose the bottom statement, raise the green card

Which would you expect to be taught in the classroom? Children should be taught: To confront problems with interpersonal relationships directly To be sensitive and avoid embarrassing confrontations with people

Which would you expect to be taught in the classroom? Children should be taught: To feel that everyone is equal, or That there are levels of status relative to age, family, role, profession, income and level of education?

Which would you expect to be taught in the classroom? Children should be taught: A successful person works hard, does his/her personal best and always strives for excellence A successful person recognizes the importance of working together to achieve excellence

Dimensions of Cultural Variability EqualityHierarchy Direct Indirect Individual Group/Collectivist Brooks Peterson, 2004

Everyday We Force Students to Choose Between: Home Culture and School Culture

Understanding Differences in Supervision “Supervisors of instruction are expected to work with teachers in the same way that we expect teachers to work with students…

…by celebrating diversity and responding to that diversity in ways that enhance learning for all.” Pajak (2003) p.20-21

When you think about diversity… Digital native vs. digital immigrant Highly experienced vs. new to the profession Preferred styles of perceiving, judging and communicating about reality

Understanding the Clinical Cycle Do you agree that teachers benefit from expert assistance and feedback about their classroom performance? Answer with your 3 O’clock partner: What does good teaching look like? List or explain several features or characteristics of good teaching. Decide who will share

Good teaching is… Students sitting in rows Teacher at front of room Students working problems at the board How will you respond when you see this? A Native American School c. 1895

What is Clinical Supervision? Stage 1: Pre-observation Conference Stage 2: Classroom Observation Stage 3: Data Analysis and Strategy Stage 4: Conference Stage 5: Post Conference Analysis

Questions to Ponder… Who should provide feedback to teachers? How should feedback be delivered? When in a teacher’s career is supervision most helpful? Why is clinical supervision important?

“ …Supervisors of instruction, no less than teachers, should make a deliberate effort to honor and legitimate perspectives and practices that differ from their own preferred styles of… The Foundation of This Class Rests Upon the Following Belief:

Differentiated Supervision …perceiving, judging, (sensing), thinking about and communicating about reality.” Pajak (2003) p.4

Four Families of Clinical Supervision 1.Original Clinical Models – stress importance of collegial relationships, cooperative discovery of meaning and development of unique teaching styles 2.Artistic/Humanistic Models – not step-by- step, emphasis on open interpersonal relations and personal intuition, artistry and idiosyncrasy

Four Families, Continued 3.Technical/Didactic Models – draw from process-product and effective teaching research. Feedback that reinforces certain “effective” behaviors or predetermined models of teaching to which teachers are expected to conform.

Four Families, Continued 4. Developmental/Reflective Models – Sensitive to individual differences and the social, organizational, political and cultural contexts of teaching. Encourages teachers to reflect on their practice, foster growth and promote justice and equity

Dr. Waite - Dialogic Supervision Developmental/Reflective Model Key Feature: Instead of using an instrument – the supervisor and the teacher mutually (re)construct the lesson in dialogue, each from their point of view Asks: 1. What is the role of the teacher in supervision? 2. What is the role of the supervisor? 3. What purpose does supervision serve?

Homework Assignment