Instructional Supervision with Anneke Markholt 11/18/15

WSU 11 18 15_ Anneka Markholt from ailenebaxter

Feedback: Themes from Clinical Observations

Strengths:

• Many of you are doing a nice job of citing specific, observable evidence to support your claims about the teaching and learning you are observing.
• Several of you have identified "specific teacher moves" that result in different or improved student learning outcomes.
• A number of you are wrestling with the differences between a coaching conversation and the need to be more directive.You are recognizing the need to be more directive, particularly when classroom management is a concern. You also recognize this is challenging and requires careful thought and consideration on your part.
• I am seeing respectful recognition of the power of your words, as well as the recognition of the responsibility of your approach to challenging conversations.
• I appreciate your genuine "wonderings" about the lessons observed, combined with thought-provoking questions throughout the observation cycle.
• Several of you are recognizing those areas in which the teacher is "on the verge" and crafting specific post-conference feedback designed to help the teacher determine next steps for growth.

Challenges or Cautions:

• Always be aware of bias and note when you are making inferences that may not be backed up by evidence. This is a common mistake. always pay attention to this.
• Give considerable thought and preparation to how you will facilitate conversations that lead to growth and actionable "next steps".
• Be careful to zero in on one or two actionable steps. Too many become impossible for realistic growth and goal setting.
• Be careful about jargon may be seen as disrespectful or initiatives that come across as the "flavor of the week" (low hanging fruit and growth mindset comes to mind...).  

Final Thought:

Pay attention to your own learning throughout this process: insights, highlights, reflections. Remember, "We learn by doing, when we reflect on what we've done." The clinical process is about your growth as an observer of instruction and your ability to support and facilitate adult learning in growing the capacity of our teachers to do the hard work!

Kudo's to those who have thoughtfully identified next steps in your leadership trajectory! Very nicely done.

Final Paper

Scenario: You have just accepted a position as a principal in a high poverty, culturally diverse school. (You can choose whether this school is elementary or secondary, comprehensive, alternative, charter, or tribal). The school has had a succession of principals. The teaching staff is veteran and skeptical of the new TPEP evaluation process. What is your leadership platform? Where do you start? What is the relationship between your leadership platform, and your beliefs and practices around teaching, learning, and supervision? How will you change the learning conditions for all children, particularly those who find themselves on the wrong side of the achievement gap?

Your paper should be succinct,comprising no more than five (5) pages. You should reference specific readings and concepts from this course.

Reflective Prompt

Motivation and Culturally-Responsive Instruction
Shadowing a Student
This I Believe...Now I Believe...
Observing and Supervising Instruction

Reflections on Educational Beliefs, Teaching, and Supervision:
What are the relationships among educational beliefs, teaching, and instructional supervision?
(Brief-think of this as a prewrite for your final paper)

Class Notes October 28, 2015 (Begin slide 55)

Edad 516 2015 from ailenebaxter

Class Notes October 21, 2015 (begin slide 53)

Edad 516 2015 from ailenebaxter

Class Notes October 14, 2015 (Begin slide 47)

Edad 516 2015 from ailenebaxter

Class Notes: September 29, 2015 (begin slide 39)

Edad 516 2015 from ailenebaxter

Reminder about Class this Week and Next...

This week's class is changed to Tuesday, September 29, at Ferrucci

Next week's class (October 7) is cancelled in exchange for the Margery Ginsberg Training at ESD 113 on Friday, October 9.

See you Tuesday evening.

September 23, 2015: Reflective Prompt

Shadowing a Student:
In thinking about your school, your students, and your community, what are you wondering about? (Hint:Who are the students underserved, inappropriately served, or finding themselves on the wrong side of the achievement gap?)
How will you frame this into an inquiry question?
What data (broadly construed) supports your decision?

In Yassir's Shoes

Farris325 Student Shadowing

Class Notes September 23, 2015 (begin slide 30)

Edad 516 2015 from ailenebaxter

Class Notes 9/16/15 (begin slide 23)

Edad 516 2015 from ailenebaxter

Best of the Blogs, Print, Media, etc....(this week an excerpt presented by Melissa Ferris)

Excerpt From Chapter 2 Better Than Carrots or Sticks

Fullan Reading for 9/16/15

238060311 Fullan Motivation SeminarPaper204 (1)

Reflective Prompt-The Danger of a Single Story

What does Chimimanda Ngozi Adichie say is the danger of a single story?
As many of you begin with students this week, how are you thinking about her message and the ways it relates to students and families?


Keep up the good work and the thoughtful responses!
I've enjoyed reading your thoughts and responses to next weeks readings in Glickman.

Have a fantastic week with kids and staff!

The Danger of a Single Story | Chimamanda Ngozi Adichie | TED Talks

Class Notes September 2, 2015 (Begin slide 16)

Edad 516 2015 from ailenebaxter

Class Notes 8/25/15

Edad 516 2015 from ailenebaxter

Assignment and Reflective Prompt

For next week, 9/2/15:

Read Chapter 1 in Glickman- SuperVision and Instructional Leadership
Read the Preface and Chapter 1 (up through p. 11) in Ginsberg-Transformative Professional Learning

Prep Ginsberg-Excited to Learn, using the book study protocol discussed in class.

Read from a variety of sources, articles, blogs, etc. and be prepared to share with colleagues.

Reflective prompt:

• Glickman (p. 13) states, " Educators are the primary stewards of the democratic spirit. The total of our efforts is far greater than the particulars of our job."
• Ginsberg reminds us that motivated teachers have motivated learners and that the whoe activity of education is ethical and political in nature (p.5).
• What type of society do we desire?
• What type of educational environment should supervision promote in order to move us toward the society we desire?

Question: As a teacher and emerging leader, what are your core values?