Title: C&S563--6
1CS563--6
- Models of Staff Development
- and
- Differentiated Supervision A
- Vehicle to Promote Teacher Growth
2Dennis Sparks and Susan Loucks-HorsleyNSDC, 1990
Five Models of Staff Development
31 Individually Guided Staff Development
- Assumptions
- Individuals can best judge their own learning
needs and are capable of self-direction and
self-initiated learning. - Adults learn most efficiently when they initiate
and plan their learning activities. - Individuals will be most motivated when they
select their own learning goals based on their
personal assessment of their needs.
4- Phases of Activity
- Identification of a need or interest
- Development of a plan to meet the need or
interest - Learning activities
- Assessment of whether the learning meets the
identified need or interest. - Drawbacks
- May be reinventing the wheel.
52 Observation and Assessment
- Assumptions
- Reflection and analysis are central means of
professional development. - Another observer can enrich reflection on ones
practice. - Both observer and observee can benefit by the
process. - Phases of Activity
- Pre-conference, observation, data analysis,
post-conference, assessment of process. - Drawbacks
- Many teachers see it as a form of
evaluation -
63 Involvement in a Developmental/Improvement
Process
- Assumptions
- Adults learn most effectively when they have a
need to know or a problem to solve. - People working closest to the job best understand
what is required to improve their performance. - Teachers acquire certain knowledge and skills
through their involvement in school improvement
or curriculum development processes.
7- Activities
- Identification of a problem or need by an
individual or group of teachers. - After a need has been identified, a response is
formulated. - Plan is implemented or the product developed.
- Drawbacks
- Available time for groups to meet.
84 Training
- Assumptions
- Behaviors and techniques exist that are worthy of
replication by teachers in their classrooms. - Teachers can change their behaviors and learn to
replicate behaviors in their classroom that were
not previously in their practice. - Activities
- Participants serve on planning teams that assess
needs, explore various research-based approaches,
select content, determine goals and objectives,
schedule training sessions, and monitor
implementation of the program. - Drawbacks
- Impact depends upon the objectives and the
quality of the training program.
95 Inquiry
- Assumptions
- Teachers can formulate valid questions about
their own practice and pursue objective answers
to those questions. - Teachers are intelligent, inquiring individuals
with legitimate expertise and important
experience. - Teachers are inclined to search for data to
answer pressing questions and to reflect on the
data to formulate solutions. - Teachers will develop new understandings as they
formulate their own questions and collect their
own data to answer them.
10- Activities
- Identify a problem
- Explore ways to collect data that may range
from examining existing theoretical and research
literature to gathering original classroom or
school data. - Analyze and interpret data.
- Make changes and gather and analyze new data.
- Drawbacks
- Organizational support and/or technical
assistance may be required throughout the phases
of an inquiry activity.
11- Differentiated Modes of Supervision to Promote
Teacher Growth
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13 utilizes a single paradigm lacks
collegiality lacks self-reflection does not
direct professional
growth Green Snyder (1996)
What is Wrong with Current Practice in Supervision
What Happens in a Traditional Supervisory
Structure
Teachers sometimes put on a show
dust off a tried and true
lesson weave teaching to
demonstrate a current
district
initiative Supervisory consultations
are often disconnected
from real teaching
14 teachers in some way are broken and need
fixed because of some incompetent teachers,
the system
of remediation is applied to
all ranking of teachers somehow relates to
improved
instruction Rooney (1999)
without being
watched, teachers will
stop trying to improve teachers
who are
watched will provide
better student
learning than
unwatched teachers Starratt
(1993)
Assumptions of a Traditional Teacher Supervision
Model
1 classroom visit per year is adequate
certain instructional behaviors are always a sign
of
superior teaching certain instructional
behaviors always result in
learning for
all students administrators know more or at
least as much as
teachers
15DIFFERENTIATED MODES OF SUPERVISION
Directed Supervision Focused Assistance Intensive
Assistance
Clinical Supervision Systematic Classroom
Observation
Instructional Leadership Roles Trainer of Trainers
Administrative Monitoring Maintenance Drop In
Visits
Portfolios Reflective Journals Videotapes
Peer Coaching Colleague Consultation
Professional Colloquium Book Talks Study Groups
Self-Directed Individual Contracts Action Research
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17Focused Assistance
- Includes 4-6 formal observations per year
- Administrators (more than one) focus intensive
efforts on those who need their attention and
help - Eliminates ritualistic observation
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22Action Research
- Data are quantitatively collected.
- Many times questions start with a feeling or
tension. - Questions must be posed in a way that can be
answered by description and observation.
23- Questions should be narrow and specific
- Too big
- What works well in writing workshop?
- Specific
- How are Joans perceptions of her role in writing
response groups changing over time?
24- To begin, ask self, Is there anything I wonder
about in the classroom? - If I had an extra set of eyes...
25Literature Study
- Conceptualize your question and research in a
larger framework by looking at the existing
literature.
26Data Collection
- Anecdotal records
- Journal
- Surveys
- Artifacts
- Interviews
27Data Analysis
- Cook the data
- Triangulate
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31Instructional Leadership Roles
- Teacher assumes particular position of
instructional leadership for the year. - Possible positions include trainer of trainers
and chair of a district-wide committee. - Qualifications time commitment required,
necessity to utilize leadership skills - Opportunities to grow professionally and
potential to improve the quality of
education in the school district.
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34Guiding Questions Continued
- What steps are necessary to overcome these
obstacles and meet our goals? - Who needs to be involved to ensure success in
completing our vision? - What resources are available to us?
- How does our S E process affect student
learning? - How will we know when and how well weve
accomplished our goals? - (Adapted from Pajak)