EDLDR861: Principles of Instructional Leadership

Unit 3 Overview (1 of 10)

Unit 3 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 unit 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 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 the Leadership for Instruction unit and and the Recruitment & Retention units, both 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.

3.1. Supervision and Evaluation (2 of 10)

3.1. Supervision and Evaluation

Learning Outcome:

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.

Note: Video removed. You will have access to the video in the actual course.

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.

Mini Assessment for Self-Reflection:

Review Questions

Determine if each of the following examples describes an evaluation or an assessment, and think about why you identified it as such.

A leader schedules a time to meet with a new teacher to discuss goals and strategies for instructional practice and student achievement. Answer

The leader is requesting an opportunity to meet with the teacher to conduct a teacher evaluation.
Leaders utilize faculty meeting time to specify outcomes and expectations for professional development that teachers may utilize in their own reflective practice. Answer

In this way the leader is building a process for teacher self-assessment.
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. Answer

In this way the teachers gather to determine a means of student evaluation.

3.2. Supervision as a Collaborative Process (3 of 10)

3.2. Supervision as a Collaborative Process

Learning Outcome:

Explore the ways leaders effectively enhance student achievement through collaboration with teachers.

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.

Mini Assessment for Self-Reflection:

Review Questions

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.

3.3. The Supervision Process (4 of 10)

3.3. The Supervision Process

Learning Outcome:

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.

Use steps in this cycle as defined by Sergiovanni, Starrat, & Cho (2014) to guide your collaborative field experience when conducting and reporting on a classroom observation. In the following slides we will explore all five steps.

Click on the carousel's navigational arrow above to proceed to the next slide: Pre-observation Conference.

Note: Image removed. You will have access to the video in the actual course.

Figure 3.1. Transcript +

Figure 3.1. begins with the Cycle of Clinical Supervision, which leads to Pre-observation Conference, which leads to Classroom Observation, which leads to Analysis of Data, which leads to Post-observation Conference, which leads to Post-observation Analysis & Reporting, which leads back to the Cycle of Clinical Supervision.

Step 1: Conduct a Pre-observation Conference

Establish a framework for the observation including the teacher’s (being evaluated) goals for observation as well as a timeline for when the observation will take place and a lesson plan for the observation. Get a sense of what to expect from the teacher during the observation. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a pre-observation conference.

Note: Image removed. You will have access to the video in the actual course.

Step 2: Conduct the Classroom Observation

Attend the observation on-time as scheduled with your collaborative teacher partner being observed. Be sure to collect useful, descriptive data from the observation to inform the post-conference and reporting. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a classroom observation.

Note: Image removed. You will have access to the video in the actual course.

Step 3: Analyze the Data.

As noted in Sergiovanni et. al (2014), this is the time to “convert raw data collected from the observation in a manageable, meaningful, and sensible form.” Start with a summary of what was decided upon in the pre-conference and how the data underscored the teacher’s goals/concerns. Then build a strategy for the teacher to utilize for reflection and improvement from comments and suggestions based upon best practice for instruction. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on analyzing data.

Note: Image removed. You will have access to the video in the actual course.

Step 4: Conduct a Post-observation Conference

It is debated whether the post-conference should be conducted immediately following the observation or at a later date. I find the conference best guided by the teacher’s reflection of what s/he thought/noticed/interpreted happened during the conference and her/his reflections on:

What went well?
What didn’t go well?
What would you keep and try again?
What would you change for next time?

I also find that the ideal time for conducting this review and reflection is immediately following the observation. It also serves as a time-management strategy in an equally busy schedule for the instructional leader and teacher alike. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a post-observation conference.

Note: Image removed. You will have access to the video in the actual course.

Step 5: Analyze and Report on the Supervisory Experience

Sergiovanni et. al (2014) recommend an analysis specifically for the Post-observation conference, which makes sense if you are conducting the conference at a date later than the scheduled observation. It also makes sense, regardless of when the post-conference is conducted to use this time to conduct an analysis the observation and the reflections provided by the teacher. This is the time to draft a summary of the observation including comments and recommendations that will empower the teacher to reflect and reach her/his goals as established in the pre-conference. You will need to provide the teacher with a final evaluation summary of your observation. Anything provided in the summary should be revealed and agreed upon during the post-conference. This helps to avoid misinterpretation of the summary and enhance positive results from the collaboration. See directions/information provided in your unit assignment for details on how to complete your Cycle of Clinical Supervision Analysis assignment.

Note: Image removed. You will have access to the video in the actual course.

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.

Mini Assessment for Self-Reflection:

Review Questions

Identify the three forms of presence leaders should establish as part of the supervision process.

Which type of presence demonstrates that the leader holds individuals in high regard? Answer

Affirming Presence demonstrates that the leader holds individuals in high regard.
Which type of presence explores the empowering aspects of circumstances and plans? Answer

Enabling Presence explores the empowering aspects of circumstances and plans.
Which type of presence promotes high quality student learning and teacher development? Answer

Critical Presence promotes high quality student learning and teacher development.

Terminology Review

You may review the clinical supervision steps as an ordered list

Pre-observation conference
Observation and collection
Analysis and organization of data
Post-observation conference
Post-conference analysis and plan

or with a matching tool.

Drag and drop the process steps, listed in the right column, to place them in the appropriate order in the left column.

You may review the steps for establishing trustworthy leadership as an ordered list

Affirming Presence (demonstrates that the leader holds individuals in high regard)
Enabling Presence (explores the empowering aspects of circumstances and plans)
Critical Presence (promotes high quality student learning and teacher development)

or with a matching tool.

Drag and drop the process steps, listed in the right column, to place them in the appropriate order in the left column.

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.

3.4. Redefining Summative Evaluation (5 of 10)

3.4. Redefining Summative Evaluation

Learning Outcome:

Deliberate the ways school culture, climate, and organization influence supervisory practices.

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.

Mini Assessment for Self-Reflection:

Review Questions

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. How will these priorities/values 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 (6 of 10)

Lesson Activities

Unit 3 | Whole Group Discussion | Conducting and Reporting on a Classroom Observation

Learning Outcome:

Discuss what instructional supervision sounds and looks like.

Activity Expectations: Two Week Discussion

Initial Posts to this discussion's prompt(s) should be approximately 250–350 words in length. All Initial Posts and Responses should be posted no later than 11:59pm (ET) according to the following deadlines:

Posting Deadlines
Day	Task
Thursday	Initial Post
Sunday	2+ Responses

Please be reminded that these discussion requirements provide a minimum requirement for participation in the discussion thread. You are expected to engage with the discussion in ways that contribute to your learning as well as enhance learning for others. Read the posts and respond where you can be helpful/provide thoughtful comments and insightful feedback. Likewise, you should take care to facilitate discussion within your own thread (the thread that follows your original post).

Instructions

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.

Additional Resources

As noted in the Overview for this unit, a Marzano webinar is available for you to view in support of your discussion here.

Units 1, 2, and 3 | PLC Discussion | Preparing for Peer Coaching Signature Assessment

Learning Outcome:

Collaborate to manage and complete your signature assessment the Peer Coaching Experience.

Activity Expectations: Multiple Week Discussion

Note: This discussion spans three units.

This is a group activity in which you will be working with your assigned professional learning community (PLC) to complete the requirements no later than 11:59pm (ET) according to the following deadlines:

Requirement Deadlines
Day	Unit	Task
Tuesday	1	Post a Plan for Conducting PLC Collaborations
Thursday	1	Initial Post (asynchronous plans/components)
Sunday	1	First Meeting (synchronous plans/components)
Tuesday	2	Post Plan for Conducting Pre Conferences
Thursday	2	Follow up postings and meetings
Sunday	3	All PLC group work must be completed and submitted

Please refer to the “PLCs | Working in Groups” page for directions on collaborating with your PLC.

Planning for collaboration is up to the group, and discussion may be managed asynchronously (using the discussion boards), synchronously (using Zoom), or a combination of both as the group sees fit. Be sure to visit your PLC discussion forum immediately to make your plan/establish a schedule for collaboration.

Connect early on in the week, (Monday or Tuesday) to set and post a plan to the discussion forum by Tuesday.
If you are using any asynchronous discussion components to collaborate, ensure that your initial post is submitted no later than Thursday.
If you are meeting via Zoom (encouraged), conduct (at least) your first meeting by Sunday. Record and post your zoom session(s) to the discussion forum.
All groups should continue to engage with and learn from one another on this topic throughout the unit.
For both synchronous and asynchronous methods of collaboration, a summary of your learning and conclusions should be submitted at the end of the unit.

Overview

Your activity in this PLC should be specific to planning, implementation, and discussion to support completion of your signature assessment.

Your goals for this activity are to connect for planning how you will conduct your assessment, post evidence of your collaboration to this discussion, and ultimately support one another in completing your signature assessment.

Before You Begin

Review the directions for your signature assessment, the Peer Coaching Experience, and the Zoom session video conducted in preparation for the assignment. After reviewing enough to become familiar with assignment expectations, come back to this lesson page to proceed with PLC instructions.

Getting Started

At the start of the unit your professional learning community (PLC) will need to connect with each other, via your PLC Group Space and make a plan for conducting your PLC work. In planning you should decide:

Set a date and time to meet via Zoom for discussion about further planning.
Establish what (if any) synchronous components will be needed by Thursday of Unit 1. (If not meeting synchronously then what will this initial post from each be/include?
Format for future discussions—you may use email, this activity's group-designed discussion board, Zoom, or Canvas collaborative work space. Please refer to the “PLCs | Working in Groups” page for directions on collaborating with your PLC.

Resources

Use the following information to inform your activity in your assigned groups.

Required by all members

Unit 3 | Supervising and Evaluating Instruction

Tools

Unit 3 | Assignment | Signature Assessment | Peer Coaching Experience

Instructions

PLC Organization +

By Tuesday at 11:59 p.m. (ET) of Unit 1, post a plan to this PLC discussion space indicating all required elements for collaborating to complete your assessment. See Getting Started above for detail.

In accordance with your plan, meet for your first synchronous Zoom session to discuss the assessment and plan further.
Determine:
- Who will review whom? …who will your “teacher” from your group be? …the person for whom you will serve as a peer coach?
- Date and deadlines for activity and assignments (as needed for the group) …where, when, how will each preconference, observation, post conference take place? (get some ideas from each other about data collection, resource development, improvement planning strategy/format, etc.)
Revise your existing plan posted here to document these details.

For all stages of the Peer Coaching Experience, remember that your role is to be supportive and collaborative. “How can I be helpful to you in achieving said goal(s)?” is your position for each phase of the cycle.

Pre Conference +

As noted in the directions for the Pre-observation Conference in Unit 3, this phase conference has three objectives:

establish understanding
determine a focus
clarify logistics of data collection

Review the Pre-observation Page in Unit 3 linked above. Discuss your approach for achieving these objectives and conducting your pre-conference.

Observation +

As noted in the directions for the Classroom Observation in Unit 3, the purpose is to collect data to inform decision-making and improvement planning. Data should be collected on what is observable from instructional delivery, and also from the teacher who delivers the instruction. Specifically, at the time of the observation, you should be able to collect data in the form of responses to the following prompts:

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?

Discuss your approach for conducting your observation and collecting your data from the teacher about her/his instructional delivery of this lesson. Consider tools and format, as well as strategy for data collection. Discuss any foreseeable challenges in observing instruction and discuss with your PLC group how to mitigate potential challenges with preparation.

Post Conference +

As noted in the directions for the Post-observation Conference in Unit 3, the purpose of this meeting is to discuss delivery of instruction and the teacher's goals for improvement. A specific plan for improvement should result.

Review the Post-observation Page in Unit 3 linked above. Discuss your approach for conducting your post-conference and developing your teacher's plan for improvement.

Continued Collaboration +

After planning for each phase has concluded, you will be ready to implement your schedule for each of these phases. Continue coming together for discussion to check in on progress, discuss any challenges or concerns, and support one another in creating your reports (completing your assignment for submission). Indicate these check-in meetings in your plan for conducting this PLC posted here.

Special PLC

This PLC is created as a space for collaborating and managing work for your signature assessment. While it will look and feel different from PLCs for other units (this spans across 3 total units), the work that you do here will prepare you for working in PLCs for the remainder of the course. Please take care to consider the following:

your PoP for this PLC Units 1,2,3 may remain fixed across all three units OR you may plan to vary it as needed in accordance with each unit of instruction
the PLC plan for this and any given unit should be posted at the top of the discussion space, and plans should be updated consistently throughout the PLC to reflect a complete representation of collaborative problem solving by the end a given unit
the PoP drives the collaboration and the PLC plan organizes it

Unit 3 | Assignment #1 | Reflective Practice Response Journal

Learning Outcome:

Articulate evidence of ongoing reflective instructional leadership practice.

Overview

As per the course syllabus, and in accordance with set up directions provided in the Student Resources module, reflective practice journals are kept throughout the course and submitted for review at the end of each unit of learning. You should be using your journals as a companion to your work and learning in all aspects of the course. As you work through your modules, complete your tasks, engage in discussion, etc., this body of work informs discussion and decision-making in your collaborative PLC learning and problem-solving. Driven by the PoP determined for each PLC within a given unit, your journal should serve to record your reflections specific to outcomes identified within the course that most resonate with you.

Reflective practice journals are graded as a typical assignment. Journals will be kept for regular reflection on the learning as it applies to the development of your individual leadership practice. The journal should be clearly organized by content (by unit, then PoP, then outcome, then prompt; with clear labels for each of these organizational components).

Instructions

Select for reflection one outcome/set of outcomes from a corresponding lesson within each unit. You should choose the outcomes that resonate with you most, especially in relation to your PLC's chosen PoP, and then provide meaningful reflection for each prompt. For each unit, you will consider and respond to the following prompts:

Consider your readings, collaboration, and problem solving efforts as part of your work for this unit: what have you learned and how does that apply to development of your leadership practice?
How has collaboration as part of your PLC enhanced (or not) your learning as it applies to the practice you desire/intend to develop?
What aspects of the learning resonated most?
What questions still linger?
What action steps did you take for carrying out this learning, and what next action steps do you anticipate in the leadership practice to which you aspire?

Deliverable

Your Reflective Practice Response Journal should go on with each succeeding unit to form one running document of reflection demonstrating your shifts in thinking and your growth as you work in the course to develop your leadership practice. Do not submit separate documents for new weeks/units. Rather, submit an evolving and continuing document for each unit that demonstrates your learning and growth for Units 1-8 of the course.

In submission for each unit, you will also address any feedback provided, from the instructor, for the previous unit. For example: feedback from your Unit 1 submission was provided stating that your action steps were written as goals more than as actions…therefore, for your Unit 2 submission then, you will be required to revise Unit 1 action steps as well as engage in reflection for Unit 2 in your Unit 2 submission.

Submit your Reflective Practice Response Journal by Sunday at 11:59 p.m. (ET) at the end of the unit (see course schedule for specific date).

Unit 3 | Assignment #2 | Signature Assessment | Peer Coaching Experience

Learning Outcome:

Design an instructional supervision plan to foster greater learning for students and develop a professional community of teachers.

*NELP Standards Aligned.

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 2, you should have already connected with a colleague to work through a supervisory experience. Ideally, you should arrange to participate in this experience with a colleague with whom you have established a level of trust and familiarity. (5.1.1)

Use your judgment to not only situate your relationship with your colleague relative to the developmental supervision continuum, but also to 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)

Schedule your pre-observation conference with your colleague to plan for and schedule the observation and post-observation conference. Ideally, these events will occur in close proximity without too much time passing in between meetings. Despite time constraints within a school, it is important to resist bypassing any phase of the 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 the opportunity to collaboratively consider and make shared sense of classroom events. With this information, a course of action/plan for improvement may be determined. The plan of action for improvement is the purpose for the cycle of supervision.

Part 3 +

Once you have completed the cycle, prepare to report on your experience and respond to prompts provided for reflection. Further directions for reporting and reflecting are included in the Peer Coaching—Cycle of Clinical Supervision Analysis. Be sure to explicitly connect to and reference course readings.

Take care to review your scoring rubric to guide you in developing your reflection and report for your assignment. Note: while APA calls for another specific font, Arial (a sans-serif) font for electronic review of work is required here. Your assignment is due the last Sunday of Unit 3 by 11:59 p.m. (ET).

EDLDR Portfolio For PA Principal Certification

By the end of this semester, students enrolled in a program leading to principal certification through the Pennsylvania Department of Education (PDE) are required to submit this completed assignment and scored rubric (provided by your instructor) to your electronic portfolio. 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 your portfolio upon receipt of final grade is acceptable.

Pre-observation Conference (7 of 10)

Pre-observation Conference

Pre-observation Conference (20–30 minutes)

Note: Image removed. You will have access to the video in the actual course.

A pre-observation conference has three objectives: establish understanding, determine a focus, and clarify logistics of data collection. For each objective, of the pre-observation conference, demonstrate instructional 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 vision/mission of school as it aligns with goal-setting
- 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
- Determine what, if any, tools will be needed for you to conduct the observation and/or for the teacher to facilitate the
- Establish an understanding of what the seating arrangements will
- Confirm date and time of observation—plan time for brief reflective discussion immediately following the observation.

Classroom Observation (8 of 10)

Classroom Observation

Classroom Observation (30–45 minutes)

Note: Image removed. You will have access to the video in the actual course.

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
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, specific to the intended observation goal, 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

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:
1. What went well?
2. What didn’t go well?
3. What would you do the same way next time?
4. 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. If conducting post on the same day, an Observation summary, including an action plan for improvement, must be provided later. See more below.

Post-observation Conference (9 of 10)

Post-observation Conference

Post-observation Conference (20-30 minutes)

Note: Image removed. You will have access to the video in the actual course.

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 )
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 above.) Keep teacher goal(s) 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
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 plan for improvement is determined (2.2.4).
A summary of the findings is provided to the teacher in written form. The summary should be succinct (one page) and must include the formalized plan of action for improvement (2.3.2).

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). The purpose of the observation experience is collaborating with the teacher to create a plan of action, based upon her/his goals, to improve practice and ultimately to enhance student learning.

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.

Cycle of Clinical Supervision Analysis (10 of 10)

Cycle of Clinical Supervision Analysis

Note: Image removed. You will have access to the video in the actual course.

After completing a cycle of supervision with a colleague, write your report, including a multi-part reflection. Below you will find an outline for organizing your paper. Reporting should align with directions provided in pages above for conducting the cycle. Guidelines for reflection are detailed in the outline below. Reflection should explicitly address how leadership skills, as identified within the corresponding scoring rubric, were experienced and demonstrated within the execution of cycle of clinical supervision. (5.2.2)

Introduction

Begin with an overall reflection/a brief summary of the Supervisory Experience. Set the setting and tone for your experience. Include the grade level and topic of the lesson that you observed. Include a statement of how your classroom/colleague was selected and how this particular arrangement served to meet your needs. Report on the Vision/Mission of the school as it pertains to the goal-setting integrated throughout the cycle. Support your ideas with course content information/peer reviewed literature as appropriate. (2.2.2)

Part I Pre-observation Reflection

Report: report in accordance with directions for conducting pre-observation.

Reflection: (2.2.3)

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

Report: report in accordance with directions for conducting observation.

Reflection:

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)

Report: report in accordance with directions for conducting post-observation

Reflection: (2.2.3)

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 supervisory 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)

Synthesize course readings and sources of information to support your claims. Use proper APA style formatting for both in-text and reference list citations. Note: while APA calls for another specific font, Arial (a sans-serif) font for electronic review of work is required here.

Submission

Please submit your Cycle of Clinical Supervision Analysis by Sunday at 11:59 p.m. (ET) via Unit 3 | Assignment | Signature Assessment | Peer Coaching Experience.