EDLDR560:
Unit 5 | Supervising and Evaluating Instruction
Unit 5 Overview
Introduction
This unit discusses the process of supervising instructional staff. It synthesizes information from Sergiovanni, Starrat, and Cho (2014), “The Practice of Supervision” section, with literature from various authors on feedback and evaluation for teaching professionals.
Sergiovanni, Starrat, & Cho (2014) help to clarify the ways in which supervision gets enacted in schools. In addition, the other readings for this week provide a more specific understanding of the evaluation process, in order to guide you toward meaningful supervisory interactions.
For example, Glickman, Gordon, and Ross-Gordon (2007) provide examples of a type of developmental supervision that creates meaningful supervisory interactions whereby the supervisor shifts control for assessing and decision making to the teacher. Danielson (2012) reminds us that the process of collaboration improves teacher practice. Finally, Westerberg (2013) provides examples of how feedback should be constructive, specific, and focused.
In addition to readings for this unit, a webinar on Effective Supervision presented by Robert Marzano, through the Association of Supervision and Curricular Development will guide the whole group discussion for this unit.
Unit Outcomes
In this lesson you will learn and be assessed on the following outcomes: (Applicable ELCC Leadership Standards Noted)
- Explore ways in which supervision are exercised in schools/districts (2.3)
- Distinguish between terms as concepts of instructional supervision (evaluation and assessment (2.3)
- Identify steps in the Cycle of Clinical Supervision (2.3)
- Explore the ways to effectively enhance student achievement through collaboration with teachers (2.1)
- Identify components of supervision process (2.3)
- Identify three forms of presence necessary for establishing authentic leadership practice/supervision (2.3)
- Deliberate the ways school culture, climate, and organization influence supervisory practices (2.1)
- Discuss what instructional supervision sounds and looks like (1.3)
- Design a plan of instructional supervision to foster greater learning for students and develop a professional community of teachers (2.1, 2.2, 2.3, 5.1, 5.2)
Learning Aims
This unit synthesizes literature from Sergiovanni, Starrat & Cho and several peer reviewed articles on leadership for instructional supervision. The unit provides opportunity for exploration of the processes associated with supervision.
During the two weeks of this Supervising and Evaluating Instruction unit, you will spend a significant amount of time for this unit conducting a peer coaching observation in the school of your choice. You may opt to conduct this work in your home school (where you are currently teaching/working). Regardless of your school of choice, you will need to collaborate with a classroom teacher to conduct a peer coaching observation in his/her classroom.
This unit of learning builds upon previous units focused on developing instructional staff by focusing on the process of supervising and evaluating instruction.
Unit Readings & Activities
By the end of this unit, make sure you have completed the readings and activities found in the course schedule.
References
Danielson, C. (2012). It's your evaluation-collaborating to improve teacher practice. The Education Digest, 77(8), 22.
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
Westerberg, T. R. (2013). Feedback for Teachers: Focused, Specific, and Constructive. Principal Leadership, 13(7), 30–33.
5.1. Supervision and Evaluation
Learning Outcomes:
- Explore ways in which supervision are exercised in schools/districts
- Distinguish between evaluation and assessment
Evaluation as a Component of Supervision
Supervision is a process that encompasses several purposes including: bureaucratic accountability, formative supervision - typically conducted to provide regular feedback to teachers regarding their instruction, and summative supervision. All three purposes are conducted in a variety of ways as a means of collaboration between leader and teacher and may focus more on teacher behaviors than teacher capabilities (Sergiovanni, Starrat, and Cho, 2014).
Although the process of supervision is often used interchangeably with the term, “evaluation,” the latter is actually a component of the overall process of supervision. As noted by Sergiovanni et. al (2014), evaluation may be conducted in several different ways, and the overall process of supervision varies according to the type of evaluation conducted as part of that supervision.
Watch Video
Take a moment to listen to Donnan Stoicovy, building principal, discuss how her evaluation processes support teachers to become leaders and also challenge the status quo through professional development.
Evaluation or Assessment?
Evaluation is a part of the overall supervision process. Often the term “assessment” is used interchangeably with the term “evaluation.” When speaking of evaluation in most any context, it is a matter of value judgement or worth of an identified subject/matter. In the case of evaluation as it pertains to teachers’ instructional practice, the evaluation is focused on how well the teacher meets the academic needs of her/his students in planning and delivery of instructional practices. As noted in Sergiovanni et. al (2014) in reference to Cizek (1997) this value judgement may also pertain to the “capacity of the person to perform the activity (p. 121).
Assessment however is typically a term more specific to individual outcomes and expectations. For example, formative assessment may be used to determine student learning outcomes specific to instruction, or, in other words, it may serve as a diagnostic tool to determine what students know and are able to do. Self-assessment, in this way, is essential both as it pertains to student learning and also to teacher development.
Critical Thinking
A leader schedules a time to meet with a new teacher to discuss goals and strategies for instructional practice and student achievement.
Based on your selection above, briefly describe why you made that selection. Note: Only you and your instructor will see your response.
Leaders utilize faculty meeting time to specify outcomes and expectations for professional development that teachers may utilize in their own reflective practice.
Based on your selection above, briefly describe why you made that selection. Note: Only you and your instructor will see your response.
A group of fifth grade teachers use staff development time to plan a survey for students to determine their progress to date in completing their science labs for this semester.
Based on your selection above, briefly describe why you made that selection. Note: Only you and your instructor will see your response.
5.2. Supervision as a Collaborative Process
Collaboration and the Supervision Process
As noted by Sergiovanni, Starrat & Cho (2014), summative supervision has evolved to require collaboration between the teacher and supervisor whose mutual responsibility is that of collecting “significant evidence of their competence and capacity to cultivate the academic success of all their students,” (p. 130). Both Sergiovanni et. al (2014) and Danielson (2012) noted that teacher evaluation provides a means of meeting accountability demands at state and local levels of government as well as internally, within the school/district. Westerberg (2013) asserted that in order for feedback to serve as a powerful tool for instructional improvement and student learning, it should be focused on specific improvement targets over time and constructive in its delivery.
Critical Thinking
Please complete the following activity before proceeding. Although this assignment is not specifically graded, it will count towards your overall participation grade. Note: Only you and your instructor will see your response.
How does your district monitor the quality of supervision? What are your thoughts on how well (or not) this serves to enhance student learning within your school?
References
Danielson, C. (2012). It's your evaluation-collaborating to improve teacher practice. The Education Digest, 77(8), 22.
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
Westerberg, T. R. (2013). Feedback for Teachers: Focused, Specific, and Constructive. Principal Leadership, 13(7), 30–33.
5.3. The Supervision Process
- Identify components of supervision process
- Identify three forms of presence necessary for establishing authentic leadership practice/supervision
Cycle of Clinical Supervision
The cycle of clinical supervision will be the focus of the assignment for this unit of instruction.
Presence as a Means of Establishing Trustworthy Leadership
Establishing trustworthy leadership within the school culture is an essential part of the instructional leader’s role. Trust is essential for conducting evaluation and providing feedback. A teacher may take feedback from a trustworthy leader and use it to reflect upon instructional practice and make plans to improve.
Presence is essential for establishing trustworthy leadership. Presence shows the leader’s investment in the process as well as in the individual being evaluated. Presence opens the lines of communication for collaboration in the evaluation to take place. There are three types of presence including: affirming presence, enabling presence, and critical presence.
Affirming presence demonstrates unconditional regard for a person as an individual. It is grounded in the principle that every person has value and worth. This presence establishes a sense of family within the school/district.
Enabling presence establishes a team approach to problem solving. It empowers others with confidence and voice through listening. This type of presence allows for development of a spirit of efficacy among teachers and students.
Critical presence calls attention to standards. It also calls attention to good teaching performance. By asking questions that prompt reflection, this presence provides an opportunity for critique intentionally focused on a teacher’s activity in a given evaluation, rather than on any critique of the individual.
Critical Thinking
Please complete the following activity before proceeding. Although this assignment is not specifically graded, it will count towards your overall participation grade. Note: Only you and your instructor will see your response.
Next, identify the three forms of presence leaders should establish as part of the supervision process. Fill in the blank for the following questions:
_____ Presence demonstrates that the leader holds individuals in high regard.
Options:
- Affirming
- Critical
- Enabling
_____ Presence explores the empowering aspects of circumstances and plans.
Options:
- Affirming
- Critical
- Enabling
_____ Presence promotes high quality student learning and teacher development.
Options:
- Affirming
- Critical
- Enabling
References
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
5.4. Redefining Summative Evaluation
Culture for Professional Development
Sergiovanni, Starrat, and Cho (2014) highlight the importance of continuing to redefine and improve processes for instructional supervision according to what is good for teaching and learning. Danielson (2012) noted two central purposes for teacher evaluation. First, she noted that teacher evaluation is conducted to ensure teacher quality both internally within the school/district and externally for the tax-paying public. Second, she noted the purpose of teacher evaluation as a means of promoting professional development. Sergiovanni et. al (2014) agreed with these purposes and went on to note the importance of participation from senior level teaching staff in modeling and establishing/maintaining this professional culture. While Sergiovanni et. al (2014) designate this culture as goal-based, teacher-centered, and instructionally driven, Danielson (2012) asserted the importance of this culture being rooted in a shared value for reflection and self-assessment.
Critical Thinking
Please complete the following activity before proceeding. Although this assignment is not specifically graded, it will count towards your overall participation grade. Note: Only you and your instructor will see your response.
Consider your own values and priorities for evaluation, specifically as they compare and/or contrast with the priorities established here by the Sergiovanni et. al (2014) chapter and the Danielson (2012) article.
Draft a response specific to how these priorities/values will change and/or impact your leadership practice.
References
Danielson, C. (2012). It's your evaluation-collaborating to improve teacher practice. The Education Digest, 77(8), 22.
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
Lesson Activities
Task 5.a | Task 5.b. Assignment | Cycle of Clinical Supervision Analysis
Task 5.a. Whole Group Discussion | Conducting and Reporting on a Classroom Observation
Learning Outcome
Discuss what instructional supervision sounds and looks like.
Activity Expectations
Individual responses to the prompt(s) below should be posted below no later than 11:59 p.m. (ET) on Thursday during the first week of this unit and should be approximately 250–350 words in length. Responses to other students’ original posts must be completed by no later than 11:59 p.m. (ET) on Sunday during the first week of this unit. At least two more reaction responses to other students’ posts must be completed by no later than 11:59 p.m. (ET) on Sunday during the second week of this unit.
Please be reminded that these discussion requirements, as commonly posted above, provide a minimum requirement for participation in the discussion thread. You are expected to engage with the discussion at a level that is helpful to you in your course work as well as helpful to others. Read the posts and respond where you can be helpful/provide thoughtful comments and insightful feedback. Likewise, you should respond where and when engagement on a given topic is helpful to you.
The purpose of the discussion for this unit to address questions, concerns, about conducting your classroom observation and supervision analysis report. Provide a brief description of your plan for this assignment (with whom are you collaborating, where, what level of instruction, what are you observing, what goals have you decided upon for observation, etc.), and a reflection of how the process is going thus far. Conclude with your final thoughts, questions, etc. for the whole group to consider and address in response.
Task 5.b. Assignment | Signature Assessment | Peer Coaching Experience
Learning Outcomes
Design an instructional supervision plan to foster greater learning for students and develop a professional community of teachers.
Overview
The following information guides you through the process of completing your peer coaching experience, including
- understanding the process of peer coaching;
- conducting a peer coaching observation; and
- reflecting and reporting on your peer coaching experience.
To understand the process, review information provided below specific to the peer coaching cycle. For the process of conducing a peer observation, review and follow directions for conducting a pre-observation conference, classroom observation, and a post-observation conference. After conducting your peer coaching experience, prepare your Cycle of Clinical Supervision Analysis and submit to the unit assignment.
Directions
Part 1
As directed in Unit 4, you should have already identified a colleague with whom you will work through your peer coaching experience. Ideally, you should already have a level of trust and familiarity with your colleague. (5.1.1)
Use your judgment to establish your relationship with your colleague relative to the developmental supervision continuum. In addition, interpret and apply techniques in each phase of clinical supervision that supports the goals.
Part 2
Reference the following pages for conducting a complete peer-coaching cycle including (2.1.1):
Ideally, these events will occur on the same day. However, if necessary, one of the conferences may take place on the day before or after (respectively) the observation. Despite time constraints within a school, try not to skip any phase of this cycle. The planning meeting, or pre-observation conference sets the tone. Without it, the integrity of the process is greatly diminished. The post-observation meeting allows both parties to collaborate in considering and making sense of classroom events. With this information, a course of action/plan for improvement may be determined.
Part 3
Once you have completed the cycle as a peer coach, respond to the prompts and questions listed in the Peer Coaching—Cycle of Clinical Supervision Analysis. Be sure to explicitly connect to and reference course readings. Your Peer Coaching—Cycle of Clinical Supervision Analysis is due the last Sunday of Unit 5 by 11:59 p.m. (ET).
Taskstream
By the end of this semester, you are required to submit this completed assignment and scored rubric (provided by your instructor) to your individual Taskstream account. If your assignment is a final project, and thus your scored rubric is not provided to you until your final grade is calculated, then submission to Taskstream upon receipt of final grade is acceptable. If your assignment is submitted earlier in the semester, then you may update Taskstream with these required materials as soon as your assignment is graded.
Cycle of Clinical Supervision Analysis
After completing a cycle of peer coaching with a colleague, draft a three-part reflection, in essay format, that responds to the following: (The reflection paper should explicitly address how leadership skills, as identified within the corresponding scoring rubric, were experienced and demonstrated within the execution of the peer coaching cycle.) (5.2.2)
Introduction
Begin with an overall reflection/a brief summary of the supervision analysis. Set the setting and tone for your experience. Include the grade level and topic of the lesson that you observed. Also include a statement of how your classroom/colleague was selected and how this particular arrangement served to meet your needs. Support your ideas with course content information/peer reviewed literature as appropriate. (2.2.2)
Part I Pre-observation Reflection (2.2.3)
Draft a narrative response that describes your pre-observations conference addressing the following considerations:
- As a coach, what were your goals for the pre-conference?
- What concerns or issues did your colleague raise?
- How did you translate this concern into something observable?
- Include the data collection form you developed/utilized.
- What would you do differently the next time you had a pre-conference?
Part II Classroom Observation Reflection
Draft a narrative response that describes your classroom observation addressing the following considerations:
- Briefly describe how the observation experience was for you. Problems? Surprises?
- How well did your data collection form/tool capture what you intended?
- What would you do differently the next time you conducted an observation?
Part III Post-observation Conference Reflection (2.2.3)
Draft a narrative response that describes your post-observations conference addressing the following considerations:
- What were your goals for the post conference?
- What did your colleague learn from this experience?
- What did you learn from this experience?
Conclusion
Conclude with a wrap-up statement about your Peer Coaching Experience. Include:
- What you gained from the experience/learned about your leadership dispositions (5.2.1)
- Analysis of decisions about/within observations in terms of ethical practice (5.2.2)
- Feedback from the teacher being observed about how you did as an observer
- How the peer coaching cycle might be useful in teaching/leadership practice (5.2.1)
Submission
Please submit your Cycle of Clinical Supervision Analysis by Sunday at 11:59 p.m. (ET) via Task 5.b. Assignment | Signature Assessment | Peer Coaching Experience.
Pre-observation Conference
Pre-observation Conference (20–30 minutes)
A pre-observation conference has three goals: establish understanding, determine a focus, and clarify logistics of data collection. For each section of the pre-observation conference demonstrate degree and use of leadership skills throughout the process.
- As the peer coach, gain a clear understanding of the lesson to be taught (5.1.2). Ascertain the following from the perspective of the teacher being observed: (2.2.1)
- What are the lesson goals?
- What are the learning activities?
- What are the intended/expected actions of teachers and students?
- Discuss goals for the observation. Ask the teacher what focus s/he has for the observation. If no goal has been selected, help the teacher determine one: (2.1.3)
- What is the teacher trying to understand?
- What data can be collected to pursue this wondering?
- Establish a shared understanding of the big picture for how the observation will go: (2.1.5)
- Discuss what format will be used to collect data.
- Determine what technology will be used to collect data and find out what, if any, technology will be used in the lesson.
- Determine what, if any, tools will be needed for you to conduct the observation and/or for the teacher to facilitate the learning.
- Establish an understanding of what the seating arrangements will be.
- Confirm date and time of observation.
Classroom Observation
Classroom Observation (30–45 minutes)
A classroom observation can include nonverbal or verbal feedback about students, nonverbal or verbal feedback about teacher, frequency charts, performance indicator instruments, visual diagrams, verbatim scripts, open-ended narrative, focused question observation (“what does the teacher do to…?”) or tailored observation systems. For each section of the classroom observation demonstrate degree and use of leadership skills throughout the process.
- Arrive in the classroom 15 minutes early to set up and be ready at the start of the lesson.
- Have documents for organization open and ready on your computer desktop so as to save time when you arrive. (2.3.1)
- Record anecdotal notes about everything you see, hear, and feel happen in the classroom as the lesson unfolds. Use a shorthand code to assist in recording notes of the lesson including, but not limited to: T = Teacher and S = Student. Record notes one line at a time rather than in paragraph form.
- At the end of each line, record a time stamp to demonstrate for teacher a timeline of events as they happened in the lesson.
Example
Classroom Observation Notes Observation Time T asked Ss to return to their seats and take out their Math materials and text books. 12:01pm Ss continued chatting over the T’s directions, and T rang a bell to gain Ss attention. 12:02pm …continue with notes in a similar fashion for remainder of lesson.
- At the end of the lesson, guide the teacher in a reflection of how the lesson went from her/his perspective:
- What went well?
- What didn’t go well?
- What would you do the same way next time?
- What would you change/improve for next time?
- If possible, move right into the Post-observation Conference where the peer coach begins with a similar assessment of what was observed as strengths, challenges, celebrations, and needs of the lesson.
Post-observation Conference
Post-observation Conference (20–30 minutes)
The post-observation conference brings both peer coach and teacher together to review the accuracy of the data and to begin interpretation of data. This meeting is for the purpose of establishing shared understanding between the teacher and peer coach with regard to performance and professional goals (from the perspectives of the teacher). If a break in time between the observation and the post conference is required, then preparation will be required for the post conference. In this case, the peer coach will gather all data collected and bring an accessible version of the data to the post conference. For each section of the post-observation conference demonstrate degree and use of leadership skills throughout the process.
- Present all materials used to collect data from the observation and review/discuss what each tool does along with a summary of the process. (For example, explain what the time stamps are for and how the resulting timeline informs the teacher regarding her/his process.)
- If there is a break between the observation and this post conference, then review with the teacher what s/he shared in the reflection following the lesson. (See #5 under Classroom Observation.)
- The peer coach will then share a similar summary of what was observable from the lesson. (See #6 under Classroom Observation.) As observations are shared, keep the focus of the lesson at the forefront of the feedback.
- The teacher and peer coach will then engage in discussion, making sense of classroom events. This may require looking for patterns or themes that relate to the focus of the observation.
- From this point, “next steps” are explored, which may include trying new or alternative strategies, learning new instructional skills, and/or additional data collection; and a plan for improvement is determined (2.2.4).
Again, the emphasis of this post-observation conference is on shared understandings and eliciting teacher’s reactions and opinions, not critiquing or evaluating teacher performance (2.1.6). Strive to walk away from the peer coaching cycle (and the post conference in particular) having a plan in place for the teacher, based upon her/his goals, with next steps for using this information to improve practice and ultimately to enhance student learning. (2.3.2)
Resource
A useful text for getting more detailed information about classroom observation techniques is Acheson, K.A. & Gall, M.D. (2003). Clinical supervision and teacher development: Preservice and inservice applications (5th Ed.). NY: Wiley & Sons, Inc.