1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. TRAINING AND EVALUATION OF GRADUATE TEACHING ASSISTANTS: ROLE OF A FACULTY ASSISTANT COORDINATOR Robert L. Nichols rnichols@fgcu.edu

2. FACULTY ASSISTANT COORDINATOR Overview of role

3. Structure of Coordination  Undergraduate Instructional Assistants (UIAs)  Graduate Instructional Assistants (GIAs)  Graduate Teaching Assistants (GTAs)

4. Scope of Responsibilities  Scheduling Instructional Assistants  Hire and manage new GTAs  Creating payroll information and maintaining records  Mentor & Train GTAs  Conduct training sessions in pedagogy and instructional technology  Facilitate Faculty Mentors and Teaching Cells

5. ORGANIZATIONAL CHANGE

6. Successful Change  Change efforts should be focused on a single topic (Fuess & Mitchell, 2011)  Change process should be de-centralized and allow for a more participatory culture from the staff (Fuess & Mitchell, 2011)  The process of change should include perspective beyond faculty and engage other key stakeholders (Fuess & Mitchell, 2011)  A culture of mentoring is needed requiring all faculty to be trained in mentoring (Moran, 2012)

7. Sustainability  Eight elements for long-term sustainability (Coffey & Horner, 2012)  A contextually appropriate innovation  Staff buy-in  A shared vision  Administrative support  Leadership at various levels  Ongoing technical assistance  Data-based decision making and sharing  Continuous regeneration

8. INSTRUCTIONAL SUPERVISION

9. Supervisory behaviors  Glickman, Gordon, and Ross-Gordon (2010) noted that teachers that are at a low developmental level need more direction from their supervisors.  Directive Control Behaviors  With the lack of experience, the beginning teacher is helped by the supervisor using a more direct approach with corrective feedback.  Directive Information Behaviors  This behavior is also appropriate when a teacher does not have as much knowledge about an issue as the supervisor.

10. Mentoring  Instructional Assistants works closely with faculty member (Harris, Lowery-Moore, & Farrow, 2008)  Silva and Dana (2001) discussed a triad supervisory relationship  Recognize, explore, and value the collaboration

11. Observations and Evaluation Tools  Glickman et al. (2005) proceeded to describe various observational types of instruments used for classroom observations.  Categorical frequency instruments  Performance indicator instruments  Visual Diagramming  Verbatim and selected verbatim  Detached open-ended narrative  Participant open-ended observation  Focused questionnaire observation  Stiggins and Chappuis (2005) stated the teacher should be provided with descriptive feedback.  Glickman et al. (2005) noted observations should be used as a formative assessment to help an instructor improve their and not as a summative assessment.

12. References  Coffey, J. H., & Horner, R. H. (2012). The sustainability of schoolwide positive behavior interventions and supports. Exceptional Children, 78(4), 407-422.  Fuess Jr., S. M., & Mitchell, N. D. (2011). General education reform: Opportunities for institutional alignment. JGE: The Journal of General Education, 60(1), 1-15.  Glickman, C. D., Gordon, S. P., and Ross-Gordon, J. M. (2010). Supervision and instructional leadership: A developmental approach. Boston, Massachusetts: Allyn & Bacon.  Harris, S., Lowery-Moore, H., and Farrow, V. (2008). Extending transfer of learning theory to transformative learning theory: A model for promoting teacher leadership. Theory into Practice, 47(4), 318-326.

13. References  Moran, A. (2012). Crises as catalysts for change: Re-energising teacher education in Northern Ireland. Educational Research, 54(2), 137-147. doi: 10.1080/00131881.2012.680039  Silva, D., & Dana, N. (2001). Collaborative supervision in the professional development school. Journal of Curriculum & Supervision, 16(4), 305-321.  Stiggins, R., and Chappuis, S. (2005). Putting testing in perspective; It’s for learning. Principal Leadership, 6(2), 16-20.

14. QUESTION AND ANSWER