1. Direct Assistance to Teachers R. Martin Reardon’s summary of Chapter 16. Glickman, C. D., Gordon, S. P. & Ross- Gordon, J. M. (2009), 227-240

2. Session 1: 8 slides2 Glickman’s Conceptual Schema (see p. 10) Ch 16 Ch 14: Observing Skills

3. Session 1: 8 slides3 Ch 16 Direct Assistance to Teachers Clinical Supervision  Over 90 % of administrators “know it”?  Developed by Cogan at Harvard in late 60s  Both concept and structure As concept 1. A technology for improving instruction (distinct from summative process) 2. A deliberate intervention into the instructional process 3. Goal oriented (combines school & personal growth needs) 4. Assumes professional relationship between S and s 5. Requires mutual trust 6. Systematic but flexible 7. Productive tension between real & ideal 8. Assumes S knows a great deal about analysis of instruction & learning, & about productive interaction 9. Requires S receive pre-service and in-service training

4. Session 1: 8 slides4 Clinical Supervision: Structure 1. Preconference a. Determine reason & purposed. Time of observation b. Focuse. Time of postconference c. Method & form 2. Observation See Chapter 14: distinction between description & interpretation. 3. Analyzing & interpreting observation & determining conference approach S studies collected data alone to make sense of data; then develops interpretation(s): see Worksheet on p. 229 Determine interpersonal approach (this will be clearer by Session 9) 4. Postconference Discuss analysis and plan for improvement: see Worksheet on p. 231 objective, activities, resources, time & date for next preconference 5. Critique of previous four steps What was valuable? What was of little value? What changes are needed? Both symbolic & functional; S is not immune from need for improvement.

5. Session 1: 8 slides5 Clinical Supervision & Teacher Evaluation Compared C.S. includes but goes beyond formative evaluation  Helps teacher design & implement action plan C.S. is NOT consistent with summative evaluation, though similar 5-step process might be involved Some school districts confuse the two  Consider the purpose The integration of C.S. and Dev. Supervision will be clearer after Session 9

6. Session 1: 8 slides6 Other Forms of Direct Assistance: Peer Coaching “If S critically needs assistance..”  Minimum of twice a year of Direct Assistance visits per teacher?  Upper limit for S is 9 to 11 teachers?  Teachers naturally help each other  IF focus is improvement, not summative assessment, peers quite capable DON’T call a staff meeting & announce that it’s happening  Using email is even worse Purpose: key questions include  Peer assistance or “mentoring”?  Who is expected to primarily benefit: observer or observed?  Common instructional skills or idiosyncratic needs?  Focus on teacher’s teaching or individual student’s behavior  Focus greater awareness & reflection or particular skill implementation First step, meet to discuss how proposed program fits into school’s & district’s goals, & decide on above questions & any others

7. Session 1: 8 slides7 Peer Coaching (ii) Preparation  Training on purpose & procedures  Preconference as determining focus  Observing & Analyzing as distinct actions  Providing input on S styles (Ch 7 – 12)  Use of standard forms (Ch 14)  6 hours of training  Follow-up meeting after first cycle  First year: 4 cycles, 2 as coach & 2 as being coached  Based on volunteers; high involvement not necessary Scheduling  Much more likely if P.C. is not an extra duty  Substitute teacher take occasional class? Administrator?  Some large group activity may provide some time Troubleshooting  S as source of ideas; resource person  S maintain contact with “coaches;” does not have to be elaborate system

8. Session 1: 8 slides8 Other Forms of Direct Assistance: Demonstration Teaching (Lesson Study)  S or expert peer as guest teacher  Visit to expert peer’s class  Can involve pre- and postconference Co-teaching  S or expert peer collaborates with teacher to plan, teach & evaluate lesson Assistance with resources and materials  Individualized—technical mastery & adaptation Assistance with student assessment  Alternative forms: authentic a., portfolios, “performance” a. … Problem solving  Based on trust: identification, alternatives, selection, follow-up Mentoring  Particularly for beginning teachers  Useful for teachers new to building or course