Observation and Supervision Teacher Training Course 20072008, Aalborg University, Esbjerg

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Observation and Supervision Teacher Training
Course 2007-2008,Aalborg University, Esbjerg

• Thursday, 16 August 2007
• Lone Krogh

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Points for discussions

• Objectives, content, structure and pedagogic
  forms in the pedagoagical course
• The portfolio work
• How to organize the supervision - and how to
  practice it?
• How to implement the supervision plan ?
• Other things ?

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Formal basis for the teacher training course
(Adjunktpædagogikum) at AaU

• "The institution must ensure that during the
  contracted employment term (the assistant
  professor) is given responsibility for teaching
  activities, and must provide teacher education
  supervision and advising to such an extent that a
  written evaluation of the qualifications can be
  provided upon completion of employment term.
• (Circular on employment structure (Cirkulære om
  stillingsstruktur) for higher education
  institutions under the Danish Ministry of
  Research and Technology(1993, 1997, 2000, 2004,
  2006).

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Objectives for the teacher training
courseDuring the course the participants should,

• gain further insight into and understanding of
  learning theories
• develop further ability to plan, carry out, and
  develop suitable teaching and learning
  activities, while applying the relevant theories
• Be better in identifying students resources and
  in initiating learning processes among a variety
  of students, both individually and in groups
• become more familiar with a variety of pedagogic
  tools and methods, including ICT supported
  teaching and learning, in order to apply the
  appropriate tools in relation to different target
  groups
• strengthen the insight into problem based project
  supervision and the role of the supervisor, in
  order to realize the potential of PBL in
  initiating and supporting the students group
  processes

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Objectives (continued)

• gain further knowledge and understanding of
  evaluation as a developmental and guiding tool,
  in order to evaluate the teaching programmes, to
  assess the progress of the students, and
  consequently to be able to develop and improve
  teaching practises
• get experiences in working systematically and
  analytically with the teaching portfolio and with
  self-evaluation
• be inspired to continuously working with
  development and improvement of teaching
  activities, with a view to different audiences,
  conditions and environments.

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So..

• The overall aim for participants is to
• develop into theoretically reflecting practicians
  in teaching and supervision (vejledning)
• practicians who will gain experiences in using
  differentiating methods of teaching in supporting
  students in learning processes and
• develop increasing awareness of the various roles
  and demands they are facing as researchers and as
  teachers
• awareness of their ressources and potentials to
  solve the tasks in a professional way

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What is expected from the university teacher A
competence profile

• Scientific qualifications
• Other professional qualifications (different
  specialist-competences)
• Pedagogic and teaching qualifications (incl.
  supervision of students or younger collegues)
• Qualifications related to communication and
  presentation (3rd leg)
• (Qualifications in relation to management and
  administration)
• (Personal qualifications, related to specific
  job-functions)
• (Handal, 2002)

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Themes in focus during the course (by readings,
discussions, portfoliowork, workshops,
supervision)

• The field of university pedagogy
• The professional university teacher role
• Students resources, learning and competence
  development
• Teaching and evaluation methods (incl. IT)
• Problem based project work and vejledning
• Supervision and reflection

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The theory and practice of teaching and
learning Didaktik - A frame for analysing,
planning, taching, evaluation Alignment
Context
Context
National and International Politics
(Bologna) Economy Law Organization Traditions
Values a.s.o.
Subjects (IT)
Qualifications/ Abilities
Intellctual competences Professinal
competences Practical competences
Aims/objectives(IT)
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Structure/activities

• The course comprises a work load of 175 work
  hours 7 ECTS
• Duration 12 months (March 2007 February 2008)
• Two modules
• Workshops from PUC
• Individual teaching-portfolio through-out the
  course
• Study groups (readings, discussions and
  reflections, feedback on the work with
  teaching-portfolio)
• Each assistant professor is assigned two
  supervisors (one, appointed by PUC and one, a
  senior faculty member from participants
  department, appointed by the head of department).
• Evaluation-statement from the supervisors
• Course certificate

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Modules (content)
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Workshops

• 14 March 2007 - All day in Esbjerg General
  introduction to professional didactics and
  university pedagogy. Theories of learning
  processes and the teaching portfolio work. Assoc.
  professor Lone Krogh                              
      
• 7 - 8 May 2007 - 1 ½ day in Esbjerg. Learning,
  Teaching methods and reflections - Assoc.
  professor Tina Bering Keiding,
• 23 August 2007 - all day in Aalborg. Teaching
  feedback reflections. Professor Phil Race,
  Leeds Metropolitan University and Lone
  Krogh           
• October 2007 - 2 days - in  Esbjerg (date not
  fixed) Vejledningsseminar. Professors Lise
  Kofoed and Torben Rosenørn                     
• 8 November 2007 1 day - in Aalborg. Evaluation
  and exams in higher educationProfessor Per
  Lauvås, Oslo University College, Norway

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Intentions of course - the didactics

• The structure and pedagogy must offer, in an
  exemplary way, the opportunity for the
  participants to work with development and
  enhancement at various levels and backgrounds and
  therefore
• To reach the óbjectives at different levels
• The quality of instruction cannot be raised by
  odd tricks or by technical means alone. What is
  needed is theoretical insight into learning and
  teaching.
• (Engeström 1994, p. 1)

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Pegagogic principles for the course

• Focus on teaching and vejledningspractice
• Learning happens in action and in interaction
  together with supervisors and/or colleagues from
  the study-groups
• Theories about teaching and learning are
  integrated (when necessary)
• Supervision and guidance by (experienced
  supervisors and/or just colleagues (peers))
• Self-evaluation, analyses and reflections on
  practice by
• Use of teachingportfolio as a tool for
  description, reflection and documentation on
  personal experiences with the practice of
  teaching and vejledning.

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Literature

• Biggs, J. (2003). Teaching for Quality Learning
  at University. Second Edition. The Society for
  Research in Higher Education. Open University
  Press, McGraw-Hill Education.
• Krogh, L. (2006). Compendium
• In addition,
• selected articles are made available on the
  internet or in print. At request, the supervisor
  will recommend further reading on special topics.
• How ever
• It is not an option to "read up" on how to be a
  good teacher and vejleder. Theories on teaching
  are necessary to create an overview and an
  understanding of the complex processes that
  influence all teaching programs. Theoretical
  discussions are a tool for developing and
  enhancing your teaching and supervision practice

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Teachingportfolio a cornerstone at the course
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How is it used generally?

• A tool for supporting the reflection,
  development and documenation of a
  (teacher)qualificationprocess
• A tool for evaluation
• For many years used by designers, architects and
  artists
• At universities abroad and in DK it is used more
  and more as an officiel and formel documentation
  of teaching-qualifications

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At the teacher traning course it is used as

• A tool for descriptions, reflections on,
  development in and documentation of
  teacherqualification processes
• It contains a collection of reflected documents
  from teaching and vejledning (evidence)
• The participant starts with the formulation of
  teaching philosophy statements, descriptions and
  reflections on basic elements in teaching and
  learning processes
• a template to support the reflections is provided
• The participant formulates a pedagogic plan of
  action
• It is the basis for discussions, supervision and
  self-evaluation throughout the course and
• The basis for the Supervisors evaluation
  statement at the end of the course

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A teaching portfolio?

• Its a collection of materials documenting
  your strenghts and accomplishments as a
  teacherThe portfolio is to teaching what lists
  of publications, grants and honors are to
  research and scholarship As such a teaching
  portfolio is an important asset while you are on
  the job market. But more importantly, the
  teaching portfolio is an invaluable tool for
  on-going professional self-development. (Peter
  Seldin in materials from Stanford University,
  Standford CA, Center for Teaching and Learning)

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Model and working processes
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Four central phases in the ass. prof.s
portfoliowork

• 1. Acceptance (adapting the idea)
• 2. Review (success/problems)
• 3. Self-evaluation
• 4. Personal pedagogic plan of action (what do I
  want to improve/ how do I want to work and how to
  use supervisors and collegues?) And afterwards
• (what did I learn (not learn) how and why?)
• The ass. prof. has to work with the portfolio
  and the pedagogic plan and to develop it
  throughout the entire course.
• It makes up the basis for the written evaluation
  statement at the end of the course
• Volume 5-10 pages (excl. appendicies)

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Feedback from supervisors

• Dialogue (ask questions how and why?)
• Support in formulations of wishes for learning
  and in makings changes
• Advices
• Provoke and stimulate to critical thinking,
  analyses, reflections, development and change of
  teaching and vejledningspractice.

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3 phases/types

• The workingportfolio (the private and personal)
  Template for the first writing process is
  available
• The feedback-portfolio (from supervisors and
  collegues in the study group)
• The presentationportfolio (the public) for
  instance when you are going for a new job at the
  university

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Observation supervision and guidance in module 2
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Focus in module 2 is the development of teaching
and vejlednings practice within the
participants' own teaching environment.

• This work is observed and supervised by the two
  supervisors and, eventually by the colleagues in
  the study group (the peer supervision).
• The discussions has to concern central elements
  that influence teaching and vejledning, such as
• Didactic analysis and planning of teaching
• The use of pedagogic tools, including ICT
• Project-work and vejledning
• Evaluation and exams
• The students learning processes and learning
  strategies

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Actors in the supervision

• The department-supervisor (represents the
  participants professional enviroment)
• The PUC-supervisor (represents pedagogical and
  didactical aspects)
• Colleagues in the study group study theories and
  provide on-going mutual support and supervision
  to each other
• (peer)supervision a more symmetrical
  egalitarian co-operative relationship

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The overall intensions with supervision are

• To create new opportunities for the ass.
  professor's future activities through the
  development of deeper insight into and
  understanding of his/her teaching and
  vejlednings potentials.
• To provide the opportunity for the ass. professor
  to gain increased insight into potential "blind
  spots" in his/her ways of planning, directing,
  conducting and evaluating the teaching and
  project vejledning.
• Eventually to create new insights and performance
  opportunities for the supervisor I become wiser
  concerning the others teaching through my
  observations at the same time, I also become
  wiser concerning my own teaching.

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The process of observation and supervision
practice

• Preliminary meeting. (The supervisor converses
  with the ass. prof. about his/her thoughts behind
  the planning of the teaching before the
  observation of the teaching or vejlednings
  situation takes place and on which points he/she
  wishes for the supervisor to focus on during the
  observation (might also be formulated in the
  teachingportfolio))
• Teaching observations. (focus on practice)
• After meeting. (the ass. prof. starts with
  telling about his/her own experiences with the
  recently conducted teaching or vejledning
• Feedback from supervisor (formativ evaluation)
• Advising and guidance from the supervisor
• NB Be aware of the asymmetrical relationship
  between the more experienced teacher (associate
  prof. or professor) and f.inst. the assistant
  professor

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BUT

• You do not necessay have to observe the teaching
  or vejledning
• You could have a meeting with the ass. prof.
  about his/her wishes and plans for a teaching
  acitivity (critearias for success) before the
  activity is taking place and then
• Afterwareds have e meeting where you evaluate and
  discuss the experiences together with the ass.
  prof.
• (Supervision with the teacher, (Handal and
  Lauvås))

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Observation of teaching
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Assessing the Students in Problem based,
Project organized, Group situated Learning.
Observation of vejledning

• Birthe Lund

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Remember The observation and supervision is
focused on

• the professional practice specifically at the
  ass. professor's role as a teacher, and his/her
  development, planning, implementation and
  evaluation of the teaching activities and
  tutoring, in terms of both subject matter and
  pedagogy
• NOT the teachers personality!

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Points of observation (guidelines)

• Generally abilities of
• Communication of the subject matter (formidling
  af faglighed)
• Organization of teaching by using a variaty of
  forms (didactical analyses, definition of
  objectives, teaching, guidance (vejledning) and
  evaluation)
• Communication and dialogue with students
• Feedback to and from students

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Points of observation (further guidelines)

• Specifically in the situation
• Starting the teaching (communication to students
  about learningobjectives and structure what
  happens in the situation?)
• Communication with students (who talks how much
  is there a dialogue going on between the
  teacher and students and between the students or
  is only the teacher talking
• Interaction (does the teacher only focus on
  specific students during the teaching or advising
  are any students overlooked?
• The students reactions (when are they
  active/passive (the reasons for their reaction?)
• Breaks. Are there during the teacing breaks for
  the students to think and reflect?
• Summarising/evaluation
• Other things

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Practicising
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A supervision situation

• Subsequent to the observation, the ass. prof.
  describes his/her experiences concerning the
  recently completed lecture or vejledning.
• The supervisor raises questions, which guides the
  ass. prof. in the direction of a more clear
  understanding of the completed activity. (Its
  important not to give advices at this phase).
  Instead raise questions and issues, which help
  the ass. prof. to reach a greater self-awareness
  of his/her resources and needs for development of
  teaching-related competencies.
• The supervisor may then proceed by describing
  his/her observations, experiences and own
  professional and pedagogic knowledge.
• Solutions. Again it is important that the
  supervisor do not provide solutions in advance,
  but allows the ass. prof. to come to his/her own
  solutions through the use of guiding questions
  targeting at aiding the assistant professor in
  suggesting his/her own potential solutions for
  improving the teaching.
• Finally, the supervisor may make some suggestions
  and provide advices for further development and
  change.

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The tasks of the department supervisor

• Responsibility for supervision during module 2
• Observation, supervision and guidance in relation
  to the participants teaching and
  project-supervision (3-5 times during the
  course??). Depends of ressources!
• Responsibility for writing the evaluation
  statement for the assistant professor (guidelines
  for writing the statement are made by course
  director)

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The tasks of the PUC supervisor

• Supervision during module 2
• Observation and discussion of teaching and
  project vejlednings practice (2-3 times)
• Support to ass. prof. in reflecting upon his/her
  work with the teaching portfolio
• Help in establishing coherence between theory and
  practice, i.e. ensuring the follow-up of
  discussions from readings and participation in
  workshops, and evaluation of teachingexperiences
  and problems.
• Writing the evaluations statement together with
  the department supervisor
• The PUC supervisor is assigned 30 work hours for
  individual supervision (incl. preparation,
  meetings, writing in the evaluation statement,
  travelling).

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Roles and allocation of responsibility

• The course-director from PUC is responsible for
  conducting seminars and workshops as well as the
  continuous development of content, methods, and
  advising concerning the course and for the
  preparation of the Pedagogic Evaluation
  Statement.
• The Head of Department is formally responsible
  for the advising of the assistant professors as
  well as the preparation of the Pedagogic
  Evaluation Statement. This responsibility
  includes
• Appointment of the departments supervisors
• Responsibility for ensuring that the department
  supervisors perform the duties
• Assigning appropriate teaching and vejlednings
  duties to the assistant professor during the
  course period
• Registration of work hours allotted to the
  assistant professor and the department supervisor
  
• Control of emission of the Pedagogic Evaluation
  Statement.
• The Departments Supervisor is given the primary
  responsibility for both the supervision of the
  assistant professor and the preparation of the
  Pedagogic Evaluation Statement.
• PUC Supervisor has co-responsibility in
  relationship to the advising and preparation of
  the Pedagogic Evaluation Statement.

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Pedagogic evaluation statement and course
certificate

• At the end of the course the assistant professor
  receives a Course Certificate, signed by the Head
  of Department and the Course Director, together
  with the Pedagogic Evaluation Statement signed by
  the two supervisors.
• The Pedagogic Evaluation Statement is prepared by
  the two supervisors. One signed copy should be
  handed to the PUC administration.
• The assistant professor will receive the original
  of the Pedagogic Evaluation Statement together
  with the course certificate.
• The PUC administration will forward a copy of the
  Pedagogic Evaluation Statement to the personnel
  office to be kept in the files of the assistant
  professor.

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Information

• All documents concerning the course are made
  available at
• www.puc.aau.dk/esbjerg2007
• Documents may be guidelines, programmes for and
  presentations from workshops, articles.
• Participants and supervisors are notified by
  e-mail whenever new documents are available.
• Please remember to advise the secretary, if you
  change your e-mail address

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Contact and information

• Lone Krogh, head of the course lkr_at_puc.aau.dk
  tlf. 9635 8007
• Ulla Burskov, secretary ub_at_puc.aau.dk tlf.
  9635 9095