Rethinking teacher supervision and evaluation

transcript

Book Review 20.10.2016 1Book Review Session

20.10.2016 2Book Review Session

Bibliographic InformationTitle :Rethinking Teacher Supervision and

Evaluation

Author : Kim Marshall

Publication : Jossey- Boss

Year : 2013

Edition : Second

Pages : 232

About the Author

Kim Marshall

was a teacher,

central office

administrator

and Principal in

Boston Public

schools

Kim MarshallCoaches new principals

Conducts workshops on instructional leaderships

Publishes a weekly news letter Marshall Memo which summarizes the ideas and research from fifty publications

About the Publishers

Jossey-Bass publishes products and services to inform and inspirethose interested in developing themselves, their organizations andinstitutions, and their communities. These offerings include printand digital books, subscription content, e-Learning test prep,webinars, and online courseware, workflow applications, websites,and online assessment tools in all formats.

Reason for choosing this book As I am interested in the field of Educational

Supervision and Educational Evaluation, I chose this book.

My short experience of worked in Research and Development division of an Educational institution induced me to select this book.

Organization of the book The book has ten chapters

School leaders are spending huge amounts of time on a process that rarely improves classroom teaching.

Research has shown that quality of the instruction is the single most factor in student achievement.

Every principal’s most important job is getting good teaching in every classroom.

C2 Supervision and Evaluation

A research questionAs a teacher , which two most improved your teaching and

your student’s learning?1. Ideas from books and articles2. PD workshops in school3. Workshops and courses outside school4. Supervision suggestions from administrators5. End of year evaluations by administrators6. Suggestions from colleagues7. Team planning of units8. Team looking at data9. Student feedback10. Natural Talent.

Student feedback and natural talent got the maximum votes

Supervision suggestions from administrators did only better.

End of year evaluation by administrators did not get a single vote

Less effective practices of teachers Lecturing to half tuned students.

COPWAKTA syndrome

– Calling On Pupil Who Already Knows The Answer

Pile of uncorrected student papers on the teacher’s desk.

Working in Isolation. Cut off from helpful colleagues, up-to date methods and technology.

How schools can counteract?Hiring teachers who are intrinsically motivated, hard

working, talented team players

Pay teachers well and give them the respect andprofessional development they deserve.

Principals to create a working conditions conducive to

good teaching . Positive school culture, a clear visionand mission, curriculum clarity, high qualityassessments, good classroom materials andtechnology, time for teacher team work, a saneschedule and smooth operations.

Five core functions of supervision

and Evaluation

Appraisal

Affirmation

ImprovementHouse

cleaning

Quality Assurance

A logical model of how supervision and evaluation should work

Principals and teachers have a shared understanding of good teaching

Principals are in classrooms a lot and see every day teaching in action.

Principals are knowledgeable and perceptive observers.

Teachers get frequent feedback and coaching.

Principals address mediocre and ineffective teaching.

Student learning is the central to the process.

C3& 4 Mini- Observation

Most principals are addicted to HSPS- Hyperactive Superficial Principal Syndrome

Trapped in the office dealing crisis one after another

Each day chopped up by interruptions

If escapes from the office wanders in the premises without any systematic agenda.

Evaluation visits only if absolutely required

Teachers rarely get feedback and a very few authentic conversation between the teachers and the Principal.

Mini Observation1. Unannounced

2. Frequent- 10 observations a year for a teacher.

- How is the teacher handling the beginning, middle and end of a lessons?

- How is the teacher handling the different classes and /or subjects he or she teaches?

- Are there marked differences in the quality of instruction in the morning, midday and afternoon?

- Is the quality of teaching sustained in different parts of the week?

3. Short ( 10 minutes stay )

4. Face to face feedback

- Possible to communicate lot of things in few minutes

- Can get answers to questions.

- Teacher can correct an possible misunderstanding of something during observation.

- Principal can sense whether teacher is ready to receive the critical feedback.

- Can also help in general assessment of how the year is going and the plans for the future.

- Best location for mini – feedback: Principal’s office or Teacher’s classroom when student’s are not around.

5.Perspective- includes free range observations and detailed checklists. HOTELS

- Hospitality. Warm and welcoming classroom environment.

- Objectives.

- Teaching. Learning experiences skillfully orchestrated.

- Engagement

- Learning. Evidence of what being taught is learned.

- Safety. Students can focus in learning

6. Humble

Humility is the natural posture after mini- observations.

A good way to start a follow up conversation would be

“I was in your class for ten minutes and here’s what struck me”

“I am curious about what happened after I left”

“ Can you fill me in on that? I am not too familiar within the content”

7.Courageous

8.Systematic

9.Documented

- Most teachers prefer no writing in the class for observation

- Next preference is use of note pad

- Mini observation- 10 minutes.

- Follow up talk- 5 minutes

- Writing the follow up note – 15 minutes.

10. Linked to teacher team work and school wide improvement

11. Linked to end of the year teacher evaluation.

12. Explained the basic rationale behind mini observation.

Let us watch a video on classroom observation

Learning Walk and Walk Through Carolyn Downey, in her book , The three minute

Classroom walk through has used the term walkthrough.

Walk through means a small team of administrators,teachers or some outside observers periodically doinga complete tour of the school focusing on particularaspects of classroom instruction. ( For example,student work on the walls).

Learning walk is usually spending two or three hoursscrutinizing a school, sharing their impressions andgive a general report, either verbally or in writing.

20.10.2016 Book Review Session 26

Mini- Observation Although learning walks can be helpful and

informative, mini- observations are potentially themost powerful strategy for improving teaching andlearning.

They involve significantly more visits to all classrooms,individual feedback to each teacher, andindividualized ,ongoing communication aboutteaching and learning based on the observations.

C5 Curriculum Design

Curriculum calendar

Curriculum Unit Plans

Curriculum Lesson plans

C6 Interim - Assessments

Teaching and learning

On the spot assessments Individual accountability- students know that they may be

called at any time.

Live data- Immediate insight into student’s misconceptions

Future benefits- to the lesson to follow

The retrieval effect- researches say quick assessment of learning make students retrieve and review what they have learned, forges better brain connection and improves long term memory.

The growth mind set- sends an implicit message to students that they can get smarter by working at understanding day by day.

Some internal assessments can kindle the rational thinking of the students.

Let us watch a video

C7 Rubrics

1.Deciding on the domains on the competencies of Teaching Planning and preparation for learning

Classroom Management

Delivery of instruction

Monitoring, assessment and follow up

Family and community outreach

Professional responsibilities.

2. Deciding on a rating scale4. Highly effective

3. Effective

2. Improvement necessary

1. Does not meet standards

3. Sorting the criteriaA. Planning and preparation for learning

Knows the major subject matter well and has a good grasp of child development.

Plans the year so students will meet the high standards

Plans more units with big ideas and covering most of Bloom’s levels.

Plans on the spot assessments.

Anticipates students misconception and addresses it.

Designs lessons focused on measurable outcomes

Designs lessons that target several learning needs, styles, and interests.

3. Sorting the criteria….B. Classroom Management

Clearly communicates and consistently enforces high standards for student behaviour.

Is fair and respectful to students and builds positive relationships.

Fosters positive interaction with the students

Develops students self –discipline and teaches them to take the responsibility for their own actions.

Maximizes academic learning time

Uses incentives wisely to encourage and reinforce student cooperation.

3. Sorting the criteria….C. Delivery of instructions

Conveys the student that you can do it.

Activates students previous knowledge and hooks their interest in each lesson and unit.

Uses clear explanations, appropriate knowledge, and examples to present materials.

Has students actively think about, discuss and use the ideas and skills being taught.

3. Sorting the criteria….D. Monitoring assessment and follow up

Puts clear criteria for proficiency, including rubrics for student work.

Frequently checks the students understanding.

Has students set goals , self assess , and know where they stand academically at all times.

Uses data from interim assessment in adjust teaching, re teach, and follow up with failing students.

Analyses data from assessments, draws conclusions and shares them appropriately.

3. Sorting the criteria….E. Family and Community outreach

Communicates respectfully with parents.

Gives parents clear expectations for student learning and behaviour for the year.

Responds promptly to parents concerns

Makes parents feel welcome in the classrooms

Uses report cards to give parents feedback on their children’s progress.

3. Sorting the criteriaF. Professional responsibilitiesHas good attendanceUses correct grammar and spelling in professional contexts Is punctual and reliable in paper work, duties and

assignments.Demonstrates professional demeanor and maintains

appropriate boundaries. Is ethical and forthright, uses good judgment and

maintains confidentialityShares responsibility with others. Is positive team player and contributes ideas.Listens thoughtfully to other’s points

Creating the rubrics Can be downloaded from

www. Marshallmemo.com. Click on “Kim Publications” and scroll down.

C8 Time Management

Make sure staff know exactly what is expected in terms of classroominstruction and discipline

Use a good personal planning system for a year. month. week and day. Set up a schedule of meetings for key teams and make sure they

happen. Use a good system for writing things down, prioritizing and following

up. Put competent people in key roles and delegate maximum

responsibility to them. Frequently visit classrooms and team meetings and give teacher’s

feedback. Take care of yourself, including family, health, exercise, sleep and

vacations. Regularly evaluate progress and work on continuous improvement.

Let us watch a video on Time Management

C9 The Role of the Superintendent

Principal Evaluation Rubrics Diagnosis and planning

Priority Management and Communication

Curriculum and Data

Supervision, Evaluation and Professional development.

Discipline and Family involvement.

Management and external relations

The core mission of formal education is not simply t o ensure that students are taught but to ensure that they learn.

- Richard Dufour.

Kim Marshall brings the wisdom of a seasonedprincipal and insights of a scholar/ researcher to thisanalysis of instructional leadership. His work ispractical, smart and , most of all , clear and accessible.

This book is a combination of real world experienceand visionary thinking creates a road map that has thepotential to alter the national landscape on teachersupervision.

As the core team of LVS, let us work smart, buildcollaboration and close the achievement gap.

58Book Review Session 20.10.2016

59Book Review Session 20.10.2016

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Video Links https://www.youtube.com/watch?v=uQ8GsatlBwg

https://www.youtube.com/watch?v=Lpau5YXk46Y

https://www.youtube.com/watch?v=4RUIwiwZeEI