Planning and Executing

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Planning and Executing

• Professionals Helping ProfessionalsThroughSuperv
  ision and Coaching

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The Mastery of Teaching Strategies and Models

• Theory
• Demonstration
• Practice
• Feedback

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What is Supervision/Coaching?

• Association for Supervision and Curriculum
  Development

ASCD
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Types of Coaching on the ASCD Tape

• Mirroring
• Collaborative
• Expert

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Other Types of Coaching

• Technical
• Collegial
• Challenge

Cognitive
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What Does Coaching (Supervising) Entail?
Pre-Conference
Observation and Data Gathering
Post-Conference
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• Coaching (clinical supervision)
• is, at its most basic level, a set of
  nonjudgmental practices built around a Planning
  Conference, Lesson Observation, and a Reflecting
  Conference.
• Costa Garmston, 1994

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The Planning or Pre-Conference
The Planning conference sets the stage for
effective clinical supervision. (Acheson Gall,
p. 61)
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The Planning or Pre-Conference
is organized around an agenda that calls for the
identification of teacher concerns, possible
solutions to these concerns, and observation
techniques. (Acheson Gall, p. 61)
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Johari Window
Known to Unknown to Self Self
Arena
Blindspot
Known to Others Unknown to Others
Arena
Private
Unknown
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Benefits of Planning Conference

• Discussion of purpose and events of formal
  supervision
• Teacher shares components of the lesson and
  strategies to be used
• Supervisor gains understanding of the special
  contexts of the classroom

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Rememberhis/her agendanot ours
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Remember, always

• This is the teachers classroom and it is
  unique. AND (s)he knows more about it than you
  ever will.

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G-E-O Triangle
Goal
satisfaction
competence
Experienced
Observed
realism
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Topics of Planning Conference

• Objectives of the lesson
• Methods of presentation
• Learning expectations from students
• Special teaching needs
• Explicit concerns the teacher wants to
  examine/validate by means of data
• Teacher shares concerns about expected bumps in
  the lesson
• Expectations of the observer

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Sometimes

• Teachers know exactly what they want observed

And the coachs job.
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Problem Filter
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But, Generally Speaking

• Teacher concerns are more global than specific

And the coachs job.
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Supervisory Problem 8Determining What to Observe
Shows Up In The Classroom as
Global Issue
???????
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Hints from

• Borich (pp. 15-22 31-35)
• Good Brophy (pp. 32-48)

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Structuring the Pre-Observation Interview

• Grand Tour Questions - Typical
• Tell me about a typical_____.
• (Day, class period, lesson)
• Tell me more about what students do when you
  _____.
• This approach allows the teacher to generalize
  about his/her teaching so that you can uncover
  patterns of action
• After James Spradley
• Phil Carspecken

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Structuring the Pre-Observation Interview

• Grand Tour Questions - Specific
• Tell me about what happened in ______
  yesterday.
• You mentioned _______s name several times. Tell
  me about what she does in your classroom.
• Respondents will produce more details when
  describing a specific, concrete event.
• After James Spradley

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Structuring the Pre-Observation Interview

• Example Questions
• You said that _________ is a wild child. What
  does a wild child do?
• (or) Can you give me an example of things that a
  wild child does in class?
• You said that the kids are just not getting it.
  What gives you this impression?
• Focuses the coach on specific behaviors or
  interaction patterns to observe.
• After James Spradley

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Structuring the Pre-Observation Interview

• Contrast Questions
• You said that theory is fine but this just wont
  work in the real world. What are the differences
  between theory and what works in the real world?
• Gives the teacher an opportunity to explain
  his/her practice in contrast to typical
  expectations.
• After James Spradley

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How Long Does This Take?
Remember? N W E S
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Some Hints from Successful Coaching Teams

• Start slowly..its like any new skill
• Trust, trust, trustits a leap of faith
• Dont get caught up in a throw down lesson
• Maybe the first cycle can be just drop in and
  see.

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Some Hints from Successful Coaching Teams

• Teachers often have multiple issuesthe coach
  still needs to focus on one issue at a time
• Dont get caught up with X is good halos
  cant cloud data gathering
• Oh, yes, X is bad comes in sometime.

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And remember

• Agreement on data to be collected must come from
  the teachers issues, not the coachs
• ALWAYSits a concern in search of an instrument,
  not an instrument in search of data
• If possible, let the teacher choose the data
  gathering device or develop it together!

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G-E-O Triangle
Goal
Try to have the teacher tell you what would
satisfy her/him!
satisfaction
competence
Experienced
Observed
realism
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Finally

• Always recall that you are not the principals
  hit man

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Collecting DataHints from Successful Coaching
Teams

• Be like a fly on the wall (Remember the
  Heisenberg Effect)
• Kids should know why there is a stranger in
  the room
• Coaches refuse to be involved in the lesson
• Coaches dont have to be there long!
• Observations tied to agreement in Pre-Conference

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Agree on

• Lesson to be observed, time, place
• Commit to it!

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Neutiquam erro!