1. Developmental Supervision Prepared for : Professor Dr. J . Pedersen
An introduction
Chapter 7
Fall 2015
Supervision
Prepared for : Professor Dr. J . Pedersen
By Abdullah Alatiqi

2. Science Teacher : Gerald
First Case:
Science Teacher : Gerald
Principal : Martha
Students , parents and
teachers complained from the teacher.
Observation.

3. What did she Find? Sitting, reading seat by seat.
Worksheets and homework.
Sports book.
Evil-eye.
No attempt.

4. First Conference: Found out more attitudes:
1- No graded or returned assignments.
2- No science program.
Why?
Six years away from retirement!
He did not attend science training meeting.

5. Next Conference
Reduce the reading
Reduce the worksheets
Your teaching approach and unused science program are unacceptable
Improvement plan :
(not optional)
Resources and materials.
Review
& feedback
Review school curriculum& science program guides
Visit teachers
More hands-on science activates

6. Series Observations Schedule
Monitor Gerald’s progress
Providing assistance and feedback.
slow progress.
Also, his hands-on attempts were: so\so
But students enjoyed & their results became better
( He had not thought possible)
Admited : Missing workshops & has many gaps in his knowledge of the new curriculum.
New decision (formal training):
choose from three ways :
Tow training days in service education
Workshops by science supervisor at other school
Individualized training by Jim, the science coordinator at his school

7. Case study 2 Janice is a beginner teacher in middle school.
Very eager.
After 2 months, wanted to leave.
After mentor Bill observation, he found:
She is a good teacher but has no control over the class.
Instead of controlling her classroom:
“she yells in the conversation and screams at disruptive student who had ignored her”

8. Next: Bill proposed: 1- Established rules and consequences.
2- Share, explain, why.
3- Give opportunity , feedback.
4- Implement all rules, providing:
Positive feedback for student compliance,
carrying through on consequences for
noncompliance.

9. Next: Bill offered to help to develop the rules with her
He also proposed:
Nonverbal and verbal interventions:
Nonverbal: eye contact – physical proximity – touch control.
Verbal : students names – remind them of rules – explicit redirection.
- ( Correct minor student misbehaviors before the major ones )
Also, he invited her to attend his class.
He offered to observe her class.

10. We Did Not Finish Yet
After several weeks : Good progress except 3 students.
Few students are enough to disrupt the entire class
Bill gave her two suggestions:
1- Make a behavior contract for each of them individually
-teacher and student discuss specific behavioral improvement goals - time – actions – assessment – rewards & consequences.

11. Second suggestion:
2-Keep daily logs for disruptive behaviors by each of the three students.
First, two weeks recording with students signature.
Then, make individual plans for improvement.
Record positive and distributive behaviors and
document the progress.

12. In The End
Janice asked Bill to use part from two options: 1- She would record for two weeks. 2- After that she would make contracts. Bill agreed and he offered to assess her in reviewing the log entries and the contracts. Janice readily accepted.

13. Case Study 3 Social studies teacher Mike, not satisfied. Two problems:
1- Not happy with discussions in class. He wanted higher level thinking and open dialogues.
2- Only few students participate in the discussions.
He asked George who is the department chairperson
to help him.

14. The Conversation: George said:
You need to change class discussion structure.
Write improvement plans separately.
Mike’s Ideas:
Ask more open-ended questions.
Give students time to think.
Randomly calling students to increase participation.

15. George :
Agreed with the first two and did not agree with the last point.
He built on Mike's ideas:
1- Refer to upper levels of Bloom's taxonomy for lesson objectives and to make discussion questions.
2-Make time to discuss in small groups before discuss with the whole class.
3- Wait time should be before and after each response during class discussion.

16. Next: Mike: He asked George to help him with making questions.
He prefers whole class discussions only.
He allows wait time but he needs help to determine how many seconds.
George:
He agreed to observe the number of questions in the upper level of Bloom's Taxonomy.
5-5-5.
George will record the number of students who participate.
Each student will participate at least one time.
They work together several weeks until he made a good progress.

17. Reference:
Glickman, Carl D., Stephen P. Gordon, and Jovita M. Ross-Gordon. "7."Supervision and Instructional Leadership: A Developmental Approach. 8th ed. Boston: Allyn and Bacon, N. pag. Print.

18. Contact: Al-ateeq99@hotmail.com
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