Differentiated Supervision

1
Differentiated Supervision

• Who
• What
• Why
• How
• When

2
Research Foundation
3
GoalTo establish a process that is. . .

• Data-driven
• Meaningful and connected
• Results-oriented

• Grounded theoretically in sound research and best
  practice
• Formative
• Interpersonal and interactive

4
Basic Tenets

• based on levels of professional development
• based on a continuum from supervisor
  responsibility to individual responsibility and
  from novice to expert
• based on the concept of the learning community
  and the imperative of contribution at higher
  levels of professional development
• differentiated according to purpose

5
Types and Techniques

• Types of observations include formal and
  informal, announced and unannounced!
• The type of data collected must match the
  purposes of the observation.

6
Levels of Development

• Focused assistance
• Clinical Observation
• Peer Collaboration
• Contribution

7
Focused Assistance-Eligibility

• If non-tenured
• If at risk
• If informal observations indicate the need for
  attention in a given aspect of practice

8
Clinical Eligibility

• At request of professional
• At direction of supervisor
• Automatically for new teachers at conclusion of
  third year of focused assistance
• Automatically for all new employees of the
  district for a minimum of one year regardless of
  past experience in another district. Thereafter,
  peer collaboration and contribution levels may be
  granted at the discretion of the principal.

9
Techniques Focused Assistance and Clinical
Observation

• class traffic patterns
• frequency matrix
• selective verbatim
• at task scanning
• verbal flow
• active learning time
• learning styles

10
Peer Collaboration Eligibility

• Training required
• Tenured, permanently certified and minimum of 4
  years of successful formal observation (focused
  assistance or clinical observation)

• Voluntary
• Collaborative team process

11
Contribution to CommunitySelf-Directed
Development

• If tenured
• If certified
• If successful in formal observation for four
  years
• If demonstrating ability to conduct a
  collaborative project to refine skills
• If proposal and/or goals have potential
  contribution to the learning community

12
Four-Year Formal Cycle

• Note that all teachers are observed!
• Even at the contribution levels of professional
  development, what occurs in the classroom is of
  paramount importance.
• Administrators will support teachers through
  informal observation as well as formal.
• Every fourth year, a full formal observation
  cycle is mandatory.

13
The point, the whole point and nothing but the
point!

• We have solid research-based techniques in our
  repertoire that will ultimate benefit students.
• Professionals can refine these through
  collaboration, conversation, and consultation!