1. S-1 SUPERVISION

2. S-2 Instructional Leadership Development Framework for Data-driven Systems QUALITY STUDENT PERFORMANCE ETHICS AND INTEGRITY Curriculum/Instruction/ Assessment Supervision Professional Development Organizational Management CULTURE Communication and Community Partnerships Learner-CenteredHigh Expectations CollaborativeContinuous Improvement SUPERVISION

3. S-3 SUPERVISION

4. S-4 SUPERVISION

5. S-5 SUPERVISION

6. S-6 SUPERVISION

7. S-7 Premises The purposes of school are teaching and learning. Teaching is a skill that can be improved and teachers are at different developmental levels. Supervision focuses on assisting, supporting, and collaborating with teachers to enhance their repertoire of skills to improve student performance. Professionals have the expertise and the responsibility to help other professionals grow. SUPERVISION

8. S-8 “Supervision is assistance for the improvement of instruction. This definition allows supervision to be viewed as a function and process rather than a role or position.” —C. Glickman, S. Gordon, and J.Ross-Gordon —Supervision of Instruction SUPERVISION

9. S-9 “Supervision is not the act of instructing students—that is, teaching—but rather the actions that enable teachers to improve instruction for students.” — C. Glickman, S. Gordon, and J.Ross-Gordon — Supervision of Instruction SUPERVISION

10. S-10 Decisions based on assumptions rather than data Increase Directive leadership A lack of focus on instruction Supervisor as expert who knows what is best and how to fix it Little involvement in decisions regarding curriculum/teaching strategies Collaborative leadership A focus on the learning of all students Supervisor as mentor/ facilitator who encourages self-direction among staff Decrease Data-driven decisions High involvement in decisions that impact student learning SUPERVISION

11. S-11 Objective 1.Understand and apply developmental supervision concepts: Make informed decisions Provide quality feedback Provide sustained support Identify different developmental levels of teachers 2.Understand and utilize a variety of supervisory tools. SUPERVISION

12. S-12 Continuous Improvement Process Moves the Campus Toward the Vision Where your campus is Where your campus needs to be SUPERVISION

13. S-13 Continuous Improvement Planning Process Data Sources for Data-driven Decision-making Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management Quality Student Performance SUPERVISION

14. S-14 1.Make informed decisions Key Concepts for Developmental Supervision Data collection Data analysis SUPERVISION

15. S-15 Data CollectionData Analysis As a supervisor on a campus, how could you collect data? What does the data help the supervisor identify? SUPERVISION

16. S-16 Data Collection Walk-throughs Third-party information Student data Meetings Lesson plans Observations Teacher reflections Notes to parents Other Data Analysis Identify strong instructional models, attributes, and strategies Identify areas of concern SUPERVISION

17. S-17 2.Provide quality feedback Key Concepts for Developmental Supervision Informal Notes Conversations Walk-throughs Formal Conferences Documentation SUPERVISION

18. S-18 3.Provide sustained support Key Concepts for Developmental Supervision Plan for growth Professional development SUPERVISION

19. S-19 Data Collection Ongoing Feedback Sustained Support Pressure Support Instructional Leadership Process SUPERVISION

20. S-20 Instructional Leadership Process Data Collection Ongoing Feedback Sustained Support Formative Conference Walk-Throughs Third-Party Info. Meetings Lesson Plans Preobservation Conference Observation Postobservation Conference Teacher Reflection Dept. / Grade Planning Follow-up Conference Summative Conference Campus Planning SUPERVISION

21. S-21 Establishing High Expectations Establish high expectations for the presence of each of the four critical elements in each and every classroom. Monitor for the implementation of each of these elements. SUPERVISION

22. S-22 Establishing High Expectations Thinking at High Cognitive Levels Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Observations (Walk-throughs and Formal) Plans and Planning Samples of Student Work Teacher/ Supervisor Conferences/ Conversations Open-ended Questions, Analysis Activities SUPERVISION

23. S-23 Supervisory Styles Supervisory beliefs inventory Behaviors with individuals Directive control Directive informational Collaborative Nondirective When to use SUPERVISION

24. S-24 Supervisory Styles Jigsaw 1.Number one to four. 2.Read the description that corresponds to your assigned supervisory style. 3.Highlight key ideas for a 3-minute presentation. SUPERVISION

25. S-25 Supervisory Styles Directive Control Directive Informational Collaborative Nondirective Extent of Teacher Self-direction Extent of Supervisor Direction SUPERVISION

26. S-26 Discuss at your table: 1)a teacher who would benefit most from non-directive style, 2)a teacher who would benefit most from collaborative style, 3)a teacher who would benefit most from directive informational style, and 4)a teacher who would benefit most from directive control style SUPERVISION

27. S-27 Developmental Supervision Process for a Formal Observation Preconference Data collection: Observation data Data analysis: Observation data Plan conference Conduct conference SUPERVISION

28. S-28 Purpose of a Preconference Build a professional collaborative relationship Develop communication Discuss the expectations of the observation SUPERVISION

29. S-29 Preconference Set the stage Solicit input from teacher about the class Planned objective(s) Demographics Special needs of students Targeted area for feedback Share expectations Clarify questions and concerns Discuss logistics SUPERVISION

30. S-30 Video Clip What evidence did you observe of the key concepts of developmental supervision that made the preconferences successful? SUPERVISION

31. S-31 CherylKelley Unique to Cheryl Unique to Kelley Commonalities Comparison of Preconferences SUPERVISION

32. S-32 Data Collection/Observation Components of data collection: What is said? What is happening? SUPERVISION

33. S-33 Data Collection Activity Observe Cheryl teaching. Collect specific data of what is being said and what is happening. SUPERVISION

34. S-34 Data Analysis: Observation Data Did you record some language? Did you record what was happening? Are your notes nonjudgmental? Do you have evidence of student learning? SUPERVISION

35. S-35 Data Analysis: Observation Data Nonjudgmental factual specific observable teacher behavior observable student behavior objective SUPERVISION

36. S-36 What are some perceived strengths observed? Evidence? What are your concerns? Evidence? What are some potential developmental suggestions? Data Analysis: Observation Data SUPERVISION

37. S-37 Developmental Suggestions: Strengths: Concerns: Evidence Implications SUPERVISION

38. S-38 Plan Postobservation Conference Reflect on the data. Identify the objective. Plan supervisory style/behaviors. Develop potential questions. SUPERVISION

39. S-39 Plan Postobservation Conference Study Supervisory Behavior Continuum on pp. H-S-19–20. Identify supervisory behavior of the principal. Examine behaviors that influence teacher’s actions. Identify the teacher’s level of development, expertise, and commitment. SUPERVISION

40. S-40 Conduct the Postobservation Conference Review/reflect on the lesson. Share/discuss data gathered. Identify common understandings. Develop plan of action collaboratively. SUPERVISION

41. S-41 Activity Objective of the conference Steps observed Data shared Principal’s questioning techniques and specific questions asked SUPERVISION

42. S-42 Developmental Supervision Process for a Formal Observation Preconference Data collection: Observation data Data analysis: Observation plus other Plan conference Conduct conference SUPERVISION

43. S-43 Data Collection: Observation Data Components of data collection: Scripting: What is said? Describing: What is happening? SUPERVISION

44. S-44 Data Analysis/Application Did you record some language? Did you record what was happening? Are your notes nonjudgmental? SUPERVISION

45. S-45 Plan Postobservation Conference Study the data. Plan supervisory style/behaviors. Identify the objective. Develop potential questions. SUPERVISION

46. S-46 Conduct the Postobservation Conference Review/reflect on the lesson. Share/discuss data gathered. Identify common understandings. Develop plan of action collaboratively. SUPERVISION

47. S-47 Plan Kelley’s Postobservation Conference In your triad, role-play a postobservation conference. Person #1: principal Person #2: teacher Person #3: observer The principal will use documentation, data, and observation notes to conference with Kelley. After the conference, the observer will provide feedback on what he/she heard and saw in the conference. Observer’s role is nonjudgmental. Observer should not offer criticism or suggestions. The observer moves clockwise to a new group. Observer becomes the principal. Teacher becomes the observer. Principal becomes the teacher. SUPERVISION

48. S-48 Postobservation Conference Video What style did the principal use? What directives did she give? Identify some commonalities between your conferences and the video conference. SUPERVISION

49. S-49 Instructional Leadership Process Data Collection Ongoing Feedback Sustained Support Formative Conference Walk-Throughs Third-Party Info. Meetings Lesson Plans Preobservation Conference Observation Postobservation Conference Teacher Reflection Dept. / Grade Planning Follow-up Conference Summative Conference Campus Planning SUPERVISION

50. S-50 Follow-Up Conference Based upon the directive from the principal to Kelley in the postobservation conference, discuss the follow-up conference to be conducted on Friday. SUPERVISION

51. S-51 Plan Summative Conference What additional data is needed? What are your responsibilities between the formal observation and the summative conference? SUPERVISION

52. S-52 Getting to the Summative Conference Be prepared to: Share/discuss data gathered. Identify common understandings. Discuss future goals and professional development. Provide ongoing feedback. SUPERVISION

53. S-53 Self-Assessment/Reflection Based on the Supervision component, what additional knowledge and skills do you need for continuous improvement? SUPERVISION

54. S-54 “The only way we’re going to get from where we are to where we want to be is through staff development... When you talk about school improvement, you’re talking about people improvement. That’s the only way to improve schools.” —Ernest Boyer —Principal as Staff Developer SUPERVISION

55. S-55 Instructional Leadership Development Framework for Data-driven Systems QUALITY STUDENT PERFORMANCE ETHICS AND INTEGRITY Curriculum/Instruction/ Assessment Supervision Professional Development Organizational Management CULTURE Communication and Community Partnerships Learner-CenteredHigh Expectations CollaborativeContinuous Improvement SUPERVISION