C

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CS563--6

• Models of Staff Development
• and
• Differentiated Supervision A
• Vehicle to Promote Teacher Growth

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Dennis Sparks and Susan Loucks-HorsleyNSDC, 1990

Five Models of Staff Development
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1 Individually Guided Staff Development

• Assumptions
• Individuals can best judge their own learning
  needs and are capable of self-direction and
  self-initiated learning.
• Adults learn most efficiently when they initiate
  and plan their learning activities.
• Individuals will be most motivated when they
  select their own learning goals based on their
  personal assessment of their needs.

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• Phases of Activity
• Identification of a need or interest
• Development of a plan to meet the need or
  interest
• Learning activities
• Assessment of whether the learning meets the
  identified need or interest.
• Drawbacks
• May be reinventing the wheel.

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2 Observation and Assessment

• Assumptions
• Reflection and analysis are central means of
  professional development.
• Another observer can enrich reflection on ones
  practice.
• Both observer and observee can benefit by the
  process.
• Phases of Activity
• Pre-conference, observation, data analysis,
  post-conference, assessment of process.
• Drawbacks
• Many teachers see it as a form of
  evaluation

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3 Involvement in a Developmental/Improvement
Process

• Assumptions
• Adults learn most effectively when they have a
  need to know or a problem to solve.
• People working closest to the job best understand
  what is required to improve their performance.
• Teachers acquire certain knowledge and skills
  through their involvement in school improvement
  or curriculum development processes.

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• Activities
• Identification of a problem or need by an
  individual or group of teachers.
• After a need has been identified, a response is
  formulated.
• Plan is implemented or the product developed.
• Drawbacks
• Available time for groups to meet.

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4 Training

• Assumptions
• Behaviors and techniques exist that are worthy of
  replication by teachers in their classrooms.
• Teachers can change their behaviors and learn to
  replicate behaviors in their classroom that were
  not previously in their practice.
• Activities
• Participants serve on planning teams that assess
  needs, explore various research-based approaches,
  select content, determine goals and objectives,
  schedule training sessions, and monitor
  implementation of the program.
• Drawbacks
• Impact depends upon the objectives and the
  quality of the training program.

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5 Inquiry

• Assumptions
• Teachers can formulate valid questions about
  their own practice and pursue objective answers
  to those questions.
• Teachers are intelligent, inquiring individuals
  with legitimate expertise and important
  experience.
• Teachers are inclined to search for data to
  answer pressing questions and to reflect on the
  data to formulate solutions.
• Teachers will develop new understandings as they
  formulate their own questions and collect their
  own data to answer them.

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• Activities
• Identify a problem
• Explore ways to collect data that may range
  from examining existing theoretical and research
  literature to gathering original classroom or
  school data.
• Analyze and interpret data.
• Make changes and gather and analyze new data.
• Drawbacks
• Organizational support and/or technical
  assistance may be required throughout the phases
  of an inquiry activity.

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• Differentiated Modes of Supervision to Promote
  Teacher Growth

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utilizes a single paradigm lacks
collegiality lacks self-reflection does not
direct professional




growth Green Snyder (1996)
What is Wrong with Current Practice in Supervision
What Happens in a Traditional Supervisory
Structure
Teachers sometimes put on a show
dust off a tried and true




lesson weave teaching to




demonstrate a current




district
initiative Supervisory consultations




are often disconnected




from real teaching
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teachers in some way are broken and need
fixed because of some incompetent teachers,
the system



of remediation is applied to
all ranking of teachers somehow relates to
improved



instruction Rooney (1999)
without being




watched, teachers will




stop trying to improve teachers
who are




watched will provide




better student




learning than




unwatched teachers Starratt
(1993)
Assumptions of a Traditional Teacher Supervision
Model
1 classroom visit per year is adequate
certain instructional behaviors are always a sign
of



superior teaching certain instructional
behaviors always result in



learning for
all students administrators know more or at
least as much as



teachers
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DIFFERENTIATED MODES OF SUPERVISION
Directed Supervision Focused Assistance Intensive
Assistance
Clinical Supervision Systematic Classroom
Observation
Instructional Leadership Roles Trainer of Trainers
Administrative Monitoring Maintenance Drop In
Visits
Portfolios Reflective Journals Videotapes
Peer Coaching Colleague Consultation
Professional Colloquium Book Talks Study Groups
Self-Directed Individual Contracts Action Research
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Focused Assistance

• Includes 4-6 formal observations per year
• Administrators (more than one) focus intensive
  efforts on those who need their attention and
  help
• Eliminates ritualistic observation

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Action Research

• Data are quantitatively collected.
• Many times questions start with a feeling or
  tension.
• Questions must be posed in a way that can be
  answered by description and observation.

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• Questions should be narrow and specific
• Too big
• What works well in writing workshop?
• Specific
• How are Joans perceptions of her role in writing
  response groups changing over time?

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• To begin, ask self, Is there anything I wonder
  about in the classroom?
• If I had an extra set of eyes...

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Literature Study

• Conceptualize your question and research in a
  larger framework by looking at the existing
  literature.

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Data Collection

• Anecdotal records
• Journal
• Surveys
• Artifacts
• Interviews

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Data Analysis

• Cook the data
• Triangulate

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Instructional Leadership Roles

• Teacher assumes particular position of
  instructional leadership for the year.
• Possible positions include trainer of trainers
  and chair of a district-wide committee.
• Qualifications time commitment required,
  necessity to utilize leadership skills
• Opportunities to grow professionally and
  potential to improve the quality of
  education in the school district.

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Guiding Questions Continued

• What steps are necessary to overcome these
  obstacles and meet our goals?
• Who needs to be involved to ensure success in
  completing our vision?
• What resources are available to us?
• How does our S E process affect student
  learning?
• How will we know when and how well weve
  accomplished our goals?
• (Adapted from Pajak)