1. Changing Roles and Responsibilities of Education
Dr. Karen Wetherill
Watson School of Education, University of North Carolina at Wilmington

2. Public Schools
Are not only expected to turn out students who have learned the basic information and skills to be competent, caring citizens; but to ensure that all students learn.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

3. Furthermore, students should be able to:
Frame and solve problems
Find, integrate, and synthesize information
Create solutions
Learn on their own
Work cooperatively
Dr. Karen Wetherill, Watson School of Education
12/1/2018

4. In response to this challenge, educators are often involved in school-based and classroom-based reform initiatives focused on organizational change.
Furthermore, teachers and administrators are expected to be active members of this newly developing professional culture, operating as thoughtful, self-directed professionals who rise to the challenges of today’s schools.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

5. Administrators are being asked to lead by empowering, to create a collaborative environment for continuous learning both for individuals and for the organization.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

6. The challenge is to create conditions for educators within the building that allow for learner ownership, conditions that encourage creativity by being open and accepting of professional ideas that are based on expertise and knowledge rather than positional power.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

7. How do you approach Supervision?
Dr. Karen Wetherill, Watson School of Education
12/1/2018

8. Summative Evaluation for Accountability
Evaluation conducted by Administrator or other Supervisor
Formative Evaluation for Professional Growth and Improvement
Feedback from self, peers, experts, supervisors, administrators, parents, students
Dr. Karen Wetherill, Watson School of Education
12/1/2018

9. Why Implement Formative Teacher Evaluation?
For the individual teacher – to build professional practice
For the student – to improve learning outcomes
For the school – to create a collegial learning community and environment focused on improving teaching and student learning outcomes
Dr. Karen Wetherill, Watson School of Education
12/1/2018

10. Knowing the Learner… Individualizing Coaching Strategies
Teaching Setting:
What are some issues that may occur because of the teaching context for your colleague? (Schedule of classes, block classes, classroom facility, location of classroom, subjects teaching, etc.)
Maturity with the Task:
Has your colleague recently entered your system, but has had prior teaching experience? What other types of work experiences/life experiences have they had that may impact their ability to work with students, to effectively teach their content area, to identify areas of need and generate solutions to curricular or instructional issues, to personally handle the challenges teachers may face?
Dr. Karen Wetherill, Watson School of Education
12/1/2018

11. Knowing the Learner… Individualizing Coaching Strategies (cont.)
Level of Commitment:
Is your colleague highly committed to the profession and to the job? Do they have other factors in their lives that may impact on the amount of time and energy they may put into their work? Is this a short-term or long-term commitment for them?
LOW
Little concern for students
Little time or energy expended
Primary concern is to keep one’s job
HIGH
High concern for students and other teachers
extra time or energy expended
Primary concern with doing more for others
(Note: Most teachers are in the mid-range)
Dr. Karen Wetherill, Watson School of Education
12/1/2018

12. Knowing the Learner… Individualizing Coaching Strategies (cont.)
Level of Abstraction
Range from low to high level of abstraction
LOW
MODERATE
HIGH
Confused about the problem or not sure even has one
Doesn’t know what can be done
“Show me”
Has one or two habitual responses to problems and continuously repeats them
Can define the problem
Can think of one or two possible responses to the problem
Has trouble thinking through a comprehensive plan
Can think of the problem from many perspectives
Can generate many alternative plans
Can choose a plan and think through each step
(Note: Hunt and Joyce-teachers at high levels of cognitive development, where abstract/symbolic thinking prevails can be more flexible, work in a more complex level in their classroom, can use a wide range of models. These are teachers who can stand back from the classroom, clarify instructional problems, determine alternative solutions, and plan a course of action.)
Dr. Karen Wetherill, Watson School of Education
12/1/2018

13. Knowing the Learner… Individualizing coaching Strategies
Learning Style
Does your colleague talk to think or think to talk? Do they work better alone or in a group? Are they primarily auditory, visual and/or tactile learners? Do they learn and work better the morning or later in the day? Are they introverts or extroverts?
Strengths
What are the strengths they bring to your relationship and/or to their teaching? What are specific strengths that they can readily identify? What have you observed that is a strength in their teaching and in their ability to work with you in this coaching relationship?
Dr. Karen Wetherill, Watson School of Education
12/1/2018

14. Learning-Centered Supervision and Coaching: A Continuum of Responses and Strategies
Supervisory Strategies:
Directive
Nondirective
Collaborative
Adapted from Glickman, C.D. (1981). Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. Alexandria, VA: ASCD
12/1/2018

15. Setting Future Growth Goals Observation and Data Collection
The Coaching Cycle
Pre-Conference
Setting Future Growth Goals
Observation and Data Collection
Feedback Conference
12/1/2018

16. Guide for Cycles of Coaching The Planning/Pre-Conference
Key Questions…
What kind of lesson will be observed?
What specific strategies, tactics, and behaviors will the teacher be using?
What sort of behaviors does the teacher expect for/from students?
What explicit concerns does the teacher want to address by means of observational data?
What sort of observational data will be most useful to the teacher?
When can you get together to talk about the lesson?
(Note: This may have been partially begun during a previous coaching session, if the focus for future change was identified at that time.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

17. Guide for Cycles of Coaching Observations and Data Collection
(Some typical types…)
Scripting Verbal Flow
Selective Verbatim
Interaction Analysis
At Task Analysis
Class Traffic Patterns
Anecdotal Notes
And many others of your design!
Dr. Karen Wetherill, Watson School of Education
12/1/2018

18. Guide for Cycles of Coaching The Feedback Conference
Key Ideas…
Something to start with… recorded data
Something to talk about…”Here is what I saw happening”
Someplace to head… shared data. Think about can be learned from the data and ask,” What do you see that you would like to change?”; or ask, “If you were a student in that class, what might you want the teacher to change?”
Some ways to help get there…assemble data to show patterns or make a phenomena more obvious or comment on facts in a non-evaluative manner.
Dr. Karen Wetherill, Watson School of Education
12/1/2018

19. Guide for Cycles of Coaching The Feedback Conference (cont.)
Key Ideas…
Where are we headed?
Things to change: strategies, tactics, arrangements, goals, objectives, occupations
Things to strengthen: skills, resolve, technique, knowledge
Things to eliminate: mannerisms, habits, affectations, redundancies, irrelevancies
Things to experiment with: new approaches, different materials, varied groupings
Things to modify: techniques, attitudes, objectives
Things to learn: new subject matter, different methodology, research implications
Dr. Karen Wetherill, Watson School of Education
12/1/2018

20. Guide for Cycles of Coaching The Feedback Conference (cont.)
Key Ideas…
Ways of going about it…
Collaborative, collegial, adult to adult, participative
Sell the teacher/intern on the response needed
Dr. Karen Wetherill, Watson School of Education
12/1/2018

21. Ask you view these conferences please note:
What did you see?
What did you hear?
Non-Directive
Directive
Dr. Karen Wetherill, Watson School of Education
12/1/2018