Introduction: supervision at the teacher training course for assistant professors

1
Introduction supervision at the teacher training
course for assistant professors

• 12 February 2009, Lone krogh

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Points for discussion

• Practical aspects of the coure (structure,
  agreements, deadlines a.s.o.)
• Goals, contents and methods for the course
• The portfolio work
• Practical observation

3
Roles and allocation of responsibility

• Course leader is responsible for conducting
  seminars and workshops, as well as the continuous
  development of content, methods, and advising
  concerning the course and has the responsibility
  for preparation of the Pedagogic Evaluation
  Statement.
• Head of Department is in general responsible for
  the supervision of the assistant professors as
  well as the preparation of the Pedagogic
  Evaluation Statement. This responsibility
  includes
• Appointment of the department supervisors
• Ensuring that the department supervisors perform
  their duties
• Assigning appropriate teaching and supervision
  duties to the assistant professor during the
  course period
• Registration of work hours allotted to the
  assistant professor and the supervisors
• Control of preparation of the Pedagogic
  Evaluation Statement.
• Department Supervisor has the primary
  responsibility for both the supervision and
  advising 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

• The Pedagogic Evaluation Statement is prepared by
  the two supervisors. One signed copy should be
  delivered to the PUC administration. The
  assistant professor will receive the original
  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
• At the end of the course the assistant professor
  will receive a Course Certificate, signed by the
  Head of Department and the Course Director from
  PUC, together with the Pedagogic Evaluation
  Statement signed by the two supervisors

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Modules, structure and content
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Planned workshops in Module 1, 2 and 3

• 30. oktober 2008 (all day). General introduction
  in Danish.
• 31. October 2008 (all day). General introduction
  in English. Starting the study group work
• 2. March (9 12.30). Læring og metoder (på
  dansk)
• 6. march 2008 (9 12.30). Learning and Teaching
  methods. (in English)
• 14. April (9-14). Communication in teaching (in
  English)
• 14. May (9 12.30) ICT-supported teaching and
  learning (English)
• 20. August 2009 (all day)). Teaching feedback
  reflections. Prof. Phil Race, Leeds Metropolitan
  University and Lone Krogh  
• In Autumn workshops, one with focus on Evaluation
  and Assessment and one with focus on PBL and
  project supervision         
•         

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Supervision and guidance (from February 2009)

• The department-supervisor represents the
  assistant professors professional environments
• The PUC-supervisor acts as contact person for the
  Ass. Professors throughout the course
• Colleague (peer)supervision a more symmetrical
  egalitarian co-operative relationship
• The study group members study theories and
  provide on-going mutual support and supervision
  to each other

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The department-supervisor

• Represents the assistant professors professional
  environments
• Has the primary responsibility for the
  supervision and guidance during the two practical
  modules (2 and 4)
• Meets with the assistant professor, discusses the
  draft of the teaching portfolio, gives feedback,
  supports and guides
• Sometimes it is necessary to give the assistant
  professor a little push if something has to
  happen!
• Observation and guidance 5-6 times thorughout the
  whole course
• Responsible for writing the Pedagogic Evaluation
  Statement (a template for writing exists)
• You receive between 54-90 work hours for doing
  the job (depends on Faculty membership)

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The PUC-supervisor

• Acts as contact person for the ass. professors
  throughout the course
• Meets with the ass. prof. and discusses the draft
  of the portfolio, gives feedback and guidance
• Supervision, observation and guidance 2-3 times
  throughout the course
• Supports the ass. prof. in connecting theory and
  teaching practice (from readings and
  participation in workshops) while enhancing
  teaching
• Gives the assistant professor a little push if
  something has to happen, i.e. in case of delay
• Collaborate with the department supervisor about
  writing the Evaluation statement

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Kontact and information

• All documents concerning the course are made
  available at
• www.puc.aau.dk/adjunkt2008
• The documents may be guidelines, programmes for
  workshops, articles, presentations from
  workshops, etc. - Participants will be notified
  by e-mail whenever new documents are available.
• We keep in touch by e-mail, so please remember to
  advise the secretary, if you change your e-mail
  address

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Formal basis for teacher training courses in
Denmark were defined

• "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, September 2000) (1993
  and 1997). Latest revision, June 2007

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Learning objectives for the course

• By attending the activities of the course the
  assistant professor
• Gains new insight into and understanding of
  university pedagogy and didactics, being able to
  practice better teaching at the university. (i.e.
  develop, plan, carry out and evaluate different
  kinds of teaching methods and project
  supervision)
• Learn to identify better students resources and
  to initiate learning processes and competence
  development among a variety of students, both
  individually and in groups
• Gets experiences in describing, analysing,
  reflecting and documenting personal teaching
  practice and learning by using teaching
  portfolio
• Becomes inspired to continuously working with
  development and improvement of teaching
  activities, with a view to different audiences,
  conditions and environments.

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In other words..

• The assistant professors become didactically
  reflecting professionals practicing teaching and
  supervision with experiences in using
• differentiating methods of teaching in supporting
  the students in their learning processes and
• With 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 different tasks in a professional way

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University teacher comptence profile

• Scientific qualifications
• Other professional qualifications
• Pedagogic and teaching qualifications
• Qualifications related to communication and
  presentation (3rd leg)
• (Qualifications in relation to management and
  administration)
• (Personal qualifications)
• (Handal, 2002)

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Themes in focus during the course (acquired by
readings, portfolio work, workshops,
observation/supervision)

• The context for teaching at Danish Universities
• The professional university teacher role
• Students preconditions, resources, learning and
  competence development
• Problem based project work and supervision
• Teaching methods and evaluation/assessment
  methods
• Supervision and reflection
• Virtual learning forms and learning environments

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Alignment (inspired by Biggs 2003)
Students background and diversity Motivation Expe
riences
Learning outcome Higher order skills and
knowledge (analytical, methodological,
transferable skills, and inter-disciplinarity
etc.)
Study activities Problem-oriented project-work in
groups (or individually) Problem-solving Courses
etc.
Study context Regulations Required
competencies Students freedom of choice Exam
regulations
Product
Process
Presage
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Susan

• Is academically committed, bright, interested in
  her studies and wants to do well
• Has clear academic or career plans
• What she learns is important to her. She goes
  about learing in an academic way
• Comes to the lectures with sound, relevant
  background knovledge and possible some questions,
  she wants answered or it may not be the answer
  she is looking for, and she speculates, wondering
  why it isnt
• Students like Susan virtually teach themselves,
  with little help from teachers

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Robert

• Is at university not out of a driving curiosity
  about a particular project or a burning ambition
  to exces in a particular profession, but to
  obtain a qualification for a decent job
• He is not studying in the area of his first
  choice
• He is less committed than Susan, possible less
  bright (academically speaking), and has a less
  developed background of relevant knowledge
• He comes to the lecure with few questions
• He wants to put in sufficient effort to pass
• Robert hears the lecturer saying the same words
  as Susan, but he does not se a keystone, - just
  another brick to be recorded in his lecture notes
• He belives that if he can record enough of these
  bricks, and remember them on cue, he will keep
  out of trouble on examn.
• We are told that there are many Roberts!

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Pedagogic principles for the course

• Focus on teaching and supervision practice
• Awarness of participant diversity. Course
  participants begin and end differently.
  Expectations/demands development and change
• Learning happens in action and interaction
  together with supervisors and/or colleagues in
  the study-groups
• Theories about teaching and learning are
  integrated when necessary
• Supervision and guidance from (experienced
  supervisors and/or colleagues (peers))
• Self-evaluation, analyses and reflections on
  practice by
• Use of teaching portfolio as a tool for
  reflection and documentation on personal
  experiences with the practice of teaching and
  supervision.

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The intended learning proces for you during the
course

• Starting point participants individual awareness
  of teaching and project supervision practices
  and then
• Acquisition of new knowledge, reflection,
  development and change of practice

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Readings

• Compendium in Danish and in English
• Biggs, J (2007). Teaching for Quality Learning at
  University. Second Edition. The Society for
  Research in Higher Education. Open University
  Press, McGraw-Hill Education. and
• A how to do publication, Phil Race (2007) In at
  the deep end starting to teach in higher
  education. Leeds Metropolitan University
• Moreover, we refer to relevant articles from the
  book Kolmos Krogh, (2003). Projektpædagogik i
  udvikling. Aalborg Universitetsforlag. A
  reference is available at the list of materials
  at the webpage, www.puc.aau.dk/adjunkt2008/

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Teaching portfolio a map with documents
The physical appearance can be a computer file or
an internet library/ folder, containing the
documents.
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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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How is it used generally?

• A tool for supporting the reflection,
  development and documenation of teacher
  qualification process (competence development)
• It contains a collection of reflected documents
  (evidens)
• You starts with formulating your teaching
  pilosophy and practice, reflects on and
  describes your knowledge and understanding of
  basic elements in teaching and learning processes
  (a manual for formulating these elements is made
  by the course leader)
• A pedagogic action plan is formulated

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The portfolio methology represents

• New understandings of teaching and learning
  (learning as construction and NUZO (i.e. the zone
  of proximal development))
• Collection and current evaluation of and
  reflection on teaching and learning (the
  reflective practitioner)
• Modern evaluation- and assessment forms
• A new way to present ones abilities, products
  and development as a professional practitioner
  (artists and architects).

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Model and working processes
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At least 3 phases in the work please
distinguish between these
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Four central phases

• 1. Acceptance (adapting the idea)
• 2. Review (success/problems)
• 3. Self-evaluation
• 4. Personal pedagogic plan of action (what do I
  want to improve?)
• The portfolio and the pedagogic plan has to be
  developed and worked with throughout the entire
  course and makes up the basis for the written
  statement at the end of the course for the
  assistant professors.
• First draft of the teaching portfolio has to be
  submitted to the two supervisors and head of the
  course Lone K. 01.02.09
• Volume 5-10 pages (excl. appendicies) more is
  accepted!

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Organization of the descriptions

• Description of Present teaching and supervision
  experiences (strengths and weaknesses/characteriza
  tion of good, less good teaching)
• Assessment of the correlation between teaching
  and research activities
• Organizational framework for teaching
  (professional, students, rooms equipment,
  laboratories, etc.)
• Your philosophy of teaching and personal style as
  a teacher reflections on excellent teaching,
  relations to students and desires for your
  practice
• Pedagogic plan of action (wishes for improving
  teaching and for supervision

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Observation supervision and guidance in module
2 and 4
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Supevision is a coaching form of dialogue
between colleges

• It is managed by the 2 supervisors and hopefully
  from colleges in the study group (peer
  supervision) more equal relationsships and
• Focus is on the development of teaching and
  supervision practice within the participants' own
  teaching environment (incl. planning, conducting,
  evaluation and further development

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Dialogues in relation to the supervision must
concern

• Central elements that influence teaching and
  vejledning, such as
• Planning of teaching (how are goals defined?)
• How are the students needs for learning
  identified
• The use of pedagogic tools, including IT
• Students reactions and behaviour
• Project-work and vejledning
• Evaluation of the teaching
• How are students learning outcome going to be
  assessed and what does it mean for the teaching
• How does the project supervision function?

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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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Practicing supervision
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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
  teaching portfolio))
• 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 (formative evaluation)
• Advising and guidance from the supervisor
• NB Be aware of the asymmetrical relationship
  between the more experienced teacher (associate
  prof. or professor) and for instance the
  assistant professor

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Supervision dialogue includes listening and
question techniqaue

• During random conversation we often as
  academics express our meanings, knowledge and
  personal experience. We debate, contradict and
  give good advice. The university teacher has been
  trained to quickly analyse, assess, argue,
  conclude and give advice. (Andersen, 2007)
• FUNDAMENTAL RULES
• During the supervision dialogue the supervisor
  should
• Listen actively, openly, kindly and with
  interest.
• State that his/her role is to listen and help
  elaborate and clarify the issues, which the
  supervised has a need to discuss. This gives the
  supervised a possibility to think and reflect.
• The dialogue may not turn into a discussion.
• Consequently, the supervisor must wait until the
  end of the conversation before giving advice and
  talk about personal experiences.

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Preliminary conversation

• The conversation may be concerned with questions
  such as
• What have been determining factors for the
  teaching plans, including the didactic
  considerations
• How are goals defined and why
• What do you expect from students
• Is the teaching connected with other teaching
  areas and subjects
• How do you intend to approach the teaching
  activity
• What are the intended learning outcomes for the
  students, and
• On which points does he/she wish from the
  supervisor to focus on during the observation?

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Concluding conversation and advising examples on
how to organize the conversation and feedback-

• Phase 1.
• The ass. professor describes his/her experiences
  concerning the recently completed teaching or
  group supervision/facilitation. The supervisors
  role is to raise questions that guide the
  supervised in the direction of a more clear
  understanding of the situation in relation to the
  completed teaching. Supervisor may for instance
  ask the following questions,
• Tell me what you just experienced in the
  situation
• What did you notice about you and about the
  students?
• In your opinion what did you do well/were you
  satisfied with. How do you know?
• What did not work so well/were you dissatisfied
  with. How do you know?

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It is important not to give concrete advices at
this phase until the ass. Prof. has gone through
this first reflection phase

• Phase 2
• Subsequently, the supervisor again steps in and
  summarizes his/her perception of the consequences
  for action the situation should lead to. The
  supervisor may proceed with providing assistance
  by describing his/her observations, experiences
  and own professional and pedagogic knowledge.

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Phase 3. Solutions

• It is once again important that the supervisor do
  not provide solutions in advance, but allows the
  supervised to come to his/her own realisations
  through the use of guiding questions targeted at
  aiding the ass. Prof. in suggesting his/her own
  potential solutions for improving the teaching.
• Here, the supervisor has the possibility of
  pointing out alternatives and giving advice with
  reference to and in accordance with the issues
  raised by the ass. prof. in the question of,
• How do I perceive the course of actions and the
  consequences?
• Which alternatives do I think exist?
• What will I support or maybe problematize?
• What specific advice should/can I give?

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Further

• This phase is concluded by the supervisor summing
  up his/her understanding of what happened.
• The ass. professor may correct and elaborate if
  desired.
• The supervisor incite the ass. prof. to present
  his/her own reflections and thoughts about the
  consequences of what happened. For example using
  questions like,
• What do you think about the situation now?
• What would you do differently next time and
  why?
• What do you want to find out/learn more about?
• What can I or others help you with?

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Conclusion

• The supervisor asks following questions,
• Tell me what happened in our conversation
• What was positive?
• What surprised you?
• What was you dissatisfied with
• This phase is concluded by a summary done by the
  supervisor on what happened. The supervised may
  elaborate and correct as desired.

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Indirect observation

• Supervision does not necessarily involve that
  supervisor observe any teaching.
• Instead, emphasis may be put on the perception of
  own practice of the supervised,
• The supervision task therefore is to challenge
  his/her telling about practice and support
  his/her reflections on practice.
• The dialogue should be based on a specific
  problem from the practice of the ass. professor,
  which the ass. prof. by feedback in the
  conversation is helped in investigating and
  relating to.
• NB As a minimum 1 direct observation may take
  place.

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The equalitarian peer colleague supervision

• In the study groups the ass. professors study
  theories and provide ongoing support and feedback
  on their work with the teaching portfolio
• They are aslo encouraged to attend and debate
  each others teaching and project supervision
• Colleague (peer) supervision provides an added
  bonus in that the course participants gain the
  experience of working together as a group and
  eventually the basis for forming a colleague
  network at the university.

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Direct observation of teaching
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Assessing the Students in Problem based,
Project organized, Group situated Learning.
Direct observation of project supervision

• Birthe Lund

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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
  methodes (based on professional didactic
  analyses, alignment between objectives, teaching
  methodes, guidance and evaluation/assessment)
• Communication and dialogue with students (how
  does it work?)
• Feedback to and from students

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Points of observation (further guidelines)

• Specifically in the situation
• Starting the teaching (communication with
  students about teaching and learning objectives
  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
  supervision are any students overlooked?)
• The students reactions (when are they
  active/passive (the reasons for their reaction?)
• Breaks (Are there during the teaching breaks for
  the students to think and reflect?)
• How is the teacher (does he or she feels well)
• Use of lectur room (undervisningsrummet) (is
  he/she moving around in the room, looking at the
  blackboard, looking at the audience, use of
  technical tools a.s.o. )
• At the end of the teaching. What happens in the
  situation. Does the ass. prof. summarize on the
  teaching or do students just leave the room
  little by little?
• Other things