SupervisionSupervision ForFor LearningLearning FieldField GuideGuide
Introduction and Overview: Follow-up Field Guide
To support administrators in identifying the key elements involved in aligning values within an organization . . . This session will provide an introduction to the Supervision for Learning Quadrants: Professional Relationships, Clarifying Purpose, Structures and Support, and Learner-Focused Dialogue. SupervisionSupervision ForFor LearningLearning FieldField GuideGuide
Introduction: Follow-up Field Guide
Table of Contents
A. Introduction Effective Professional Learning: Using this Package…3 - 5
B. Presentation Package Facilitators Agenda…………...... ……………………..6 - 9
Participants’ Agenda ………………………………………………..10
C. PowerPoint PowerPoint Slides numbered……………….PP1 – PP32
D. Appendices/Activities…………...... 11 – 29
E. Resources …………………………………………………………………………30 - 34
2 SupervisionSupervision ForFor LearningLearning FieldField GuideGuide Introduction: Follow-up Field Guide
The British Columbia Principals’ and Vice-Principals’ Association would like to thank the committee of practicing principals and vice-principals in addition to Dr. Bruce Beairsto for contributed hours of their time to the research and development of the Supervision For Learning Field Guides.
Supervision For Learning Committee Chair Person Don Boyd Committee Members Jessica Antosz Beverly Forster Carmen Barber Jennifer Gardner Liz Bell Leanna Garner Cale Birk Read Jorgensen Daniel Blais Kevin Leach Woody Bradford Laird Ruehlen Gaila Erickson
Special recognition and thank you to Dr. Bruce Beairsto
3 Introduction: Follow-up Field Guide Effective Professional Learning
Suggestions for How to Use this Package
The purpose of this Field Guide is to provide materials and activities which will encourage dialogue and discussion about Supervision For Learning.
The activities and resources are intended to:
1. Prioritize the learning
2. Foster inquiry
3. Facilitate the dissemination and sharing of knowledge
4. Inspire engagement in Supervision For Learning
5. Encourage a partnership in learning
6. Improve learning, teaching and leading in school systems
In implementing professional improvement Ron Ferguson of Harvard University, shares several strategic actions that will foster sustained success:
1. Select ideas that foster trust not mistrust
2. Ensure shared leadership
3. Plan, initiate and implement in ways that inspire
4. Support ongoing implementation
5. Recognize, celebrate and reward accomplishments
6. Sustain coherence
The following steps will support the implementation of this professional learning package:
4 1. The package is divided into 4 sections, each designed to be about 30 – 45 minutes long. 2. Appoint a member to become the Lead Facilitator and coordinate the session or sessions. 3. You can work alone or with a committee to organize the delivery of the sessions. 4. The Lead Facilitator or committee should choose the dates, locations, times and send out an invitation to your targeted audience.
Introduction: Follow-up Field Guide
Suggestions for Use of this Package - Continued
Facilitator Resources, Materials and Preparation Timing Read the package and decide Book your location 2 – 3 weeks before how you want to present Email invitation materials in your community, district and / or schools. Collect all materials Order AV: laptop, LCD projector, speakers, screen, lavaliere, flipchart and stand, tape
Materials to bring: o Chart paper o Large post-it-notes Review materials (dry run) prior to the 1 week before presentation Make name tags Order catering Room setup (sessions need tables of 4 – 5 people) Assemble all participant / facilitator materials (create sample package)
Enjoy the day Day of presentation(s) Plan to be ready a half hour prior to your session 15 minutes before the end of the day, have a discussion on next steps and where this will fit in future sessions If you are dividing this package into a series, suggest to participants a variety of opportunities
5 to use some of the ideas and one particular piece that can be tried alone or with a partner and reported on at the next session Give people time to complete the Feedback Form and have a formal closing Debrief with the planning committee, using the facilitator evaluation form
Mail feedback forms to: Gaila Erickson Manager, Professional Learning BCPVPA #200, 525 West 10th Avenue Vancouver, BC V5Z 1K9
Thank you for helping to make Supervision For Learning a continued success.
6 Introduction: Follow-up Field Guide
Facilitator’s Agenda – 2.5 hour Program Time Instructions Materials Introductions of facilitators and participants. This package is Slide 1 designed to provide an introduction to the Supervision For 5 minutes Learning Workshops.
Key Intentions:
To provide some guidance with structures, processes, support and activities to promote a deeper understanding of S4L.
Overview of package:
Overview Defining S4L Four Quadrants S4L History Culture, Change, Supervision Find Your Focus
Background Information
5 minutes Ice-breaker Activity – Supervision to achieve at high levels – Slide 2 What do the pictures mean to you?
3 minutes Learning Intentions: Slide 3
Understanding Conditions Framework 5 minutes Quotes – Framing the role of being educational leaders. What Slides 4 and 5 are the necessary skills that leaders require in order for our staff to become better and for students to improve?
5 minutes Sentence Strip Activity – “Supervision For Learning is …….” Slide 6
7 Section 1 – Defining S4L
5 minutes Video Clip #1 - Bookmark Activity – Introduce the activity, Slides 7, 8 and 9 show the video and debrief the key points from the video.
2 minutes Leadership Standards – 4 Domains Slide 10
The following three slides demonstrate where the supervision for learning standard falls and the 4 Quadrants that it is comprised of.
2 minutes Leadership Standards - 9 Standards Slide 11
2 minutes Supervision for Learning – 4 Quadrants Slide 12
3 minutes Quote – Do you agree or disagree with it? Slide 13
5 minutes Historical Perspective of Supervision Slide 14
3 minutes Supervision for Learning – 21st Century Slide 15
20 Video Clip #2 Slide 16 minutes What are your key words, thoughts, and/or questions from this video?
30 Table Conversations – Slide 17 minutes Each table is to answer the five questions at your table, record your thoughts on the paper provided. If time permits we will see what the key/common ideas are.
Section 2
2 minutes Culture, Change, Supervision – with a solid foundation Slide 18 and good relationships you create a positive culture which allows you to bring about change and promotes supervision for learning.
3 – 5 Culture defined – Slide 19 minutes 8 Framing Question - What is your definition of culture?
5 minutes Sub-categories of culture: Slide 20
Interpersonal Organizational Teaching External 5 minutes Understanding Change: Slide 21
1st and 2nd order of change
Highlight 6 key ingredients of change.
5 minutes Your actions lead to change – whether or not it is Slide 22 positive or not depends on how you implement it.
10 Read Article by Richard Dufour regarding creating a Slide 23 minutes model for collaboration.
10 Activity #2 – Brainstorm the benefits of having Slides 24 and 25 minutes conversations that focus on teaching, assessment and student achievement.
Do a whip around to record thoughts from table group.
5 minutes Disciplines for process of S4L – what will it take for this to Slide 26 be put into place? Are there others that need to be included in this list?
5 minutes Interdependencies of the 4 C’s in Context – creating a set Slide 27 of norms for groups to work by.
Show samples of establishing norms in appendix
5 minutes Modelling Leadership Slide 28
3 minutes Summary Statements Slide 29
2 minutes Celebration Slide 30
5 minutes Ticket out the Door - Finding your Focus – have each Slide 31 member complete the survey that will guide the chapter’s next steps. Tabulate the results and give them back to them to assist them with their planning.
9 Contact Information - Slide 32
10 Introduction: Follow-up Field Guide
Participants’ Agenda – 2 .5 hours Time Instructions Materials Introductions/Background
Section 1: Defining S4L, 4 Quadrants, and History
Section 2: Culture, Change & Supervision
Section 3: Closing – Finding Your Focus
Closure
11 Introduction: Follow-up Field Guide
Appendices/Activities
12 Note Take / Note Make
13 Ice-Breaker Tools for Change:
Instructions:
1. Each member of your group is to choose one of the tools from the envelope located on your table. 2. Choose the tool that you think best suites the needs of your school or staff in order to move them towards implementing a “Supervision for Learning” model to improve student achievement. 3. After each person has chosen a tool, each member of the table group is to state why they have chosen that particular tool. 4. After all have had their opportunity to share at the table, one member will be asked to share their response to the whole group.
Learning Forward Tools 2000
14
15 16 17 Activity #1 Sentence Strips Directions:
On the sentence strips provided each table member is to complete the ‘sentence stem’ – “Supervision for Learning is …”
Sentence Strips: Supervision for Learning is … ______
Sentence Strips: Supervision for Learning is … ______
18 ______
19 Key Points: Key Points:
1.______1.______
2.______2.______
3.______3.______
4.______4.______
Questions:______Questions:______
20 Supervision for Learning Table Conversations Directions: Record the thoughts from your table conversations – making note of the common aspects of each person’s responses for the questions.
21 Supervision for Learning Brainstorm Activity Benefits of Having Meaningful Conversation
Instructions:
1. In your table groups “brainstorm” a list of benefits in creating a process of having conversations with individual staff members around teaching and assessment. 2. Each member of your table group will be provided an opportunity to put forth one of their ideas. This process continues around the table until there are no further ideas to be added to the list of benefits. 3. Record each of the ideas on the chart paper provided. 4. From this list members are to come to agreement on their top three benefits and report out. 5. This list of ideas will be posted for members to do a carousel walk during the break.
Individuals Thoughts:
1. ______2. ______3. ______4. ______5. ______6. ______
“It is only through meaningful and “Building the Collaborative Culture of a Professional purposeful conversation that we come to common understandingLearning Community”
22 Case Study: “Are We Engaged in Collaboration or CoBLABoration”
Principal Joe Smith was puzzled. He knew that building a collaborative culture was the key to improving student achievement. He could cite any number of research studies to support his position. He had worked tirelessly to promote collaboration and had taken a number of steps to support teachers working together. He organized each grade level in the Nemo Middle School (Nickname: The Fish) into an interdisciplinary team composed of individual math, science, social studies, and language arts teachers. He created a schedule that gave teams time to meet together each day. He trained staff in collaborative skills, consensus building, and conflict resolution. He emphasized the importance of collaboration at almost every faculty meeting. He felt he had done all the right things, and for 3 years he had waited patiently to reap the reward of higher levels of student learning. But to his dismay and bewilderment every academic indicator of student achievement monitored by the school had remained essentially the same.
Principal Smith decided to survey the faculty to see if he could discover why all the collaboration had yielded no gains in student achievement. The satisfaction survey he developed revealed that, with very few exceptions, teachers felt their collaborative time had strengthened the bond between teachers. Specialist teachers – those in art, music, physical education, technical education, and special education – were less enthusiastic and expressed some resentment about being lumped together in one collaborative team. In general, however, teachers seemed to enjoy working together.
Principal Smith then decided to make a concerted effort to observe personally the workings of the teams. At the first meeting he attended, a seventh-grade team focused on the behaviour of a student who had become increasingly disruptive. The team agreed to schedule a parent conference so they could present their concerns to the parent as a group. An eighth-grade team brainstormed strategies for achieving their team goal of reducing disciplinary referrals for tardiness to class. At a meeting of a second grade- seven team, he observed a lively debate about whether or not members should accept late work from students, and if so, how many points they should deduct for each day the work was late. The forth team he observed assigned roles and responsibilities to each member to ensure all the tasks associated with an upcoming field trip were addressed.
By the end of the fourth meeting, Principal Smith experienced a revelation: There had been no gains in student achievement because the topics addressed by the collaborative teams were only remotely related to students learning! Armed with this
23 insight, he convened a meeting of the faculty and shared his conclusion that teams needed to shift the focus of their dialogues to curriculum, assessment and instruction.
The proposal met with less than wild enthusiasm. Teachers pointed out that each member of their interdisciplinary teams taught different content. How could a seventh- grade science teacher engage in meaningful work on curriculum, assessment, and instruction with a seventh-grade social studies teacher? The team of specialist teachers was even more emphatic that it was impossible for them to have meaningful conversations on those topics because of the different courses they taught. Teachers argued that since they did not share content with the colleagues on their team, it made sense that they would use their team time to focus on the one thing they did have in common: their students.
Other teachers accused Principal Smith of abandoning the middle school concept and its commitment to the “whole child”. One highly emotional teacher charged Principal Smith with selling out – of disregarding the emotional well-being of the children in the pursuit of higher test scores.
Principal Smith was genuinely stunned by the reaction of the staff. He had always believed they enjoyed working together in their teams, and he assumed that merely shifting the focus of their collaboration would be a relatively simple matter. It now appeared, however, that although the staff was happy to collaborate regarding some aspects of the school’s program, they were either disinterested or adamantly opposed to addressing others. Dispirited, he retreated to his office to ponder next steps.
Reflection:
Why did Principal Smith’s efforts to build a collaborative culture in his school go awry? What steps might he take to improve upon the situation? What are some other thoughts that you have on this scenario?
Dufour
24 PROTOCOL ACTIVITY:
Each member is to write down 3 or 4 words that they feel are important for an effective group to function. After each member has their three words one member creates a list of all the words that have been written down. From this list they choose the three or four words that were used most frequently. These words will guide the practice at the table for all future discussions. Table time is 5 minutes to complete this activity. Word List Individual: 1. ______2. ______3. ______4. ______
Group Word List: 1. ______2. ______3. ______4. ______5. ______6. ______7. ______8. ______9. ______10.______11.______12.______13.______14.______15.______16.______17.______18.______
Top 3 or 4 Words: 1. ______2. ______3. ______4. ______
25 TEAMWORK – Think Sheet: Knowing Others - What are the individual qualities of team members that would serve the team well? Knowing Sense of Team - If team members differ in personalities, expertise, or years of experience, how might this contribute positively to team functioning and to realizing the vision? How might these differences pose a challenge to the functioning and trust building? Knowing Oneself – What personality traits or behaviors “push my buttons as a leader? How can I be mindful of this and put the vision/goal first when making critical decisions? What do you do? Ideas: Qualities: ______Sense of Team: Positive:______Negative:______Knowing Oneself: ______
26 A Norm Sampler
Directions: Read each norm created by an imaginary learning team at Norton High School. Place a check mark next to norms you believe will help these teachers operate efficiently and productively as a team. Discuss with a partner what other norms you might suggest.
What rules will govern What other expectations do What decision-making attendance? we have for team members? procedures will we use? Each team member We will rotate the team We will reach decisions will commit to participate leader role. by consensus. actively for the school year. All members will be prepared All members will arrive for the meeting when they arrive. How will we assess our team on time and stay for the All members will be “totally functioning? entire meeting. present” during the meeting. We will briefly revisit our We will start on time and All members will refrain from norms after each meeting or end on time. grading papers and working on two and decide which ones on other things during the we need to follow better and meeting. which we need to change. What rules will govern how All members will refrain from we talk together? scheduling other activities All members will join in during the meeting time. the team’s discussions. All members will turn off cell No one will dominate the phones. discussions. All members will stay on task Everyone’s point of view during the meeting. will be considered. All members will work to Our conversations will keep team meetings positive reflect our respect for and and productive. acceptance of one another. The atmosphere will remain We will disagree with cordial and friendly throughout ideas not individuals. the meeting. No zingers or put-downs. We will have fun and enjoy We will keep confidential working together. any information shared in confidence. Each member will listen Attentively as others speak.
Source: NSDC Team to Teach: Facilitator’s guide to Professional Learning Teams
27 The History of Supervision: The term “supervision” has Medieval Latin origins and was defined originally as:
“A process of perusing, or scanning a text for errors or deviations from the original script.” Smyth As time progressed the term was referred to as entailing,
“General management, direction, control and oversight.” Grumet 1979 Early records from the Colonial period indicates the term inspector …. Note the definition of supervision in Boston in 1709:
“Be there hereby established a committee of inspectors to visit ye School from time to time, when and as oft as they shall think fit, to Enform themselves of methods used in teaching of ye Schollars and to Inquire of their proficiency, and be present at the performance of some of their Exercises, the Master being before Notified of their Coming, And with him to consult and Advise of further Methods for ye Advancement of Learning and the Good Government of the Schoole.” Record Commissions Boston 1709
“With keenly peering eyes and snooping nose, From room to room the Snoopervisor goes. He notes each slip, each fault with lofty frown, And on his rating card he writes it down. His duty done, when he has brought to light, The things the teachers do that are not right … The supervisor enters quietly, “What do you need? How can I help today? John, Let me show you. Mary, try this way>’ He aims to help, encourage and suggest, that teachers, pupils all may do their best.” Anonymous 1929
“Today “supervisors” will need specialized knowledge and skills to meet organizational challenges in the 21st Century. In future they will be expected more and more to be collaborative and assist teachers in reflecting about classroom instruction in meaningful ways so as to improve student achievement and learning.” Sullivan and Glanz 2009 What are your thoughts regarding the reading above? Strategy for focused conversation: O.R.I.D. 28 In order to guide conversation and benefit from a full discussion with all staff members having input and fully exploring the topic the following protocol could be used.
O.R.I.D.
This protocol maintains a focused conversation using the following questions as a guide to discuss any presentation or proposal put forward by staff, students, parents, district or community members.
Guiding Questions:
O (Objective: Data and Sensory Information) a. What facts stood out for you in the presentation? R (Reflective: Related to Personal reactions and associations) a. How did you feel as you were listening to the speaker(s)? b. How did it relate to experiences you have had? I (Interpretive: About meaning, significance, implications) a. What implications does this presentation have for you? D (Decisional: Action, Resolution, Next Steps) a. What is one thing you have taken away that will impact on your practice? b. What types of support or further training will you require to take the next steps?
Source: National Staff Development Council
PARKING LOT STRATEGY
29 Purpose:
The purpose of this strategy is to provide groups with the ability to continue to focus on the main issues of their discussion without becoming side tracked by other items that arise. It is based on coming to consensus, provides for individuals needs, and captures items that the group has yet to reach agreement on. This strategy is effective in capturing all questions that may arise as well as identifying any items that may not fall within the parameters of the task at hand. (see below)
Materials Required: Chart Paper (chart stand if available) Masking Tape Sticky Notes Push Pins
Process: Prior to meeting have chart paper located at the side of the front where the presentation is taking place.
Make certain that each table has a supply of sticky notes.
If at any time during the discussion there are questions, issues or concerns that were not addressed they are to be written down on the sticky notes and placed on the parking lot chart. If you have conducted a brainstorm on a specific question the process is slightly different. You initially generate the ideas from the brain storm session and then you categorize the ones under the topic that you have been dealing with or come to consensus on. The ideas that do not pertain to the question or that have not met with consensus are then placed into the parking lot chart. You may wish to have participants write out their concerns or questions prior to the beginning of the meeting or presentation.
Take time at the end of the meeting to deal with the parking lot issues. Read out the notes and invite the group to help answer or address the issue. You should get 2 – 3 responses for each note. These should be recorded on the “Parking Lot” chart paper for future reference.
30 More complex issues may need to go on the agenda for the next meeting for further discussion. This may allow for further research by members of the committee. It is very important that you address each of the issues or questions that arise and not dismiss them. Allow the group to have input and then move forward. If an item is too difficult to reach consensus on ask the group what additional information would be required and then assign groups or teams to come up with possible solutions and have it presented at the next meeting.
This strategy helps when a group feels overwhelmed at the complexity of an issue and feels that it is not progressing on an item. It also allows a group to remain focused on the issue at hand.
Basic Information about the Parking Lot Strategy:
Number of participants Any number Time required End of meeting 10 – 15 minutes Room arrangement Use any style Difficulty of strategy Easy for presenter and participants Benefits Allows for participants to capture issues or questions that they may have without taking away from main topic. Clearly provides direction on complex issues to ensure that all aspects have been dealt with. Adult learning Provides a connection to new learning and questions that may arise out of their discussions. Other If your presentation is longer you may wish to deal with the parking lot issues after each hour.
31 Examples: A. Brainstorm Session: Question- “How do we increase parent participation in our school?” From the list of ideas put forth they have been separated into Suggestions for Improvement and the Parking Lot.
Suggestions for Improvement: Parking Lot: Personally invite parents to attend Decide on a date for the Fall Open meetings House Advertise using a variety of media Apply for a grant from the Ministry including: newspaper, radio, TV, and Needs more desks in rooms email Ask parents what they would like to discuss Host dinner meetings Provide baby-sitting services for them so they can attend
B. Discussion: During a staff discussion on one of the school goals (“Improving reading comprehension.”) questions arise relating to the other schools goals. These questions go to the parking lot so as not to detract from the current discussion. Suggestions: Parking Lot: Grade specific strategies What is the funding for Math Funding for resources manipulatives? Use Reading 44 framework What date and time is the In-service for all staff on strategies presentation for the Social to use across the curriculum Responsibility goal? How do we involve all staff in this goal?
LEARNING FORWARD TOOLS
32 Introduction: Follow-up Field Guide
Resources
33 Supervision for Learning Bibliography Listings:
BCPVPA, Leadership Standards for Principals and Vice-Principals in British Columbia. BCPVPA, 2007
Clauset, Karl & Murphy, Carlene. Schoolwide Action Research for Professional Learning Communities. Corwin, 2008.
Deal, Terrence E. Shaping School Culture: The Heart of Leadership. Jossey-Bass, 1999.
Holcomb, Edie. Asking the Right Questions – Tools for Collaboration and School Change. Corwin, 2009.
Hord, Shirley. “Professional Learning Communities”. JSD – The Authroity on Professional Learning”. Winter 2009. Pages 40-44.
Jolly, Anne. Professional Learning Teams – A Facilitator’s Guide. SERVE Center, 2005
Killion, Joellen & Roy, Patricia. Becoming a Learning School. NSDC, 2009.
Munger, Linda & Von Frank, Valerie. Change, Lead, Succeed – Building Capacity with School Leadership Teams. NSDC, 2010.
Sullivan, Susan & Glanz, Jeffrey. Supervision that Improves Teaching and Learning. Corwin, 2009.
Wagner, Tony. The Global Achievement Gap. Basic Books, 2008.
34 List of Activities/Strategies:
*Ice-Breaker – Tools for Change *Sentence Strip – Supervision for Learning is … Bookmark – Key Points Table conversations – Recording Sheet Brainstorm Activity – Benefits of Having Meaningful Conversations *Protocol Activity *Norm Sampler, Teamwork Think Sheet *History Activity Article on Collaboration *Parking Lot Strategy *Supplemental Materials to take back to school. Materials Required: Masking Tape Felt pens (variety of colors) Folders for materials to be placed in Candies Chart Paper Sentence Strips Evaluation Form for session
35 Supervision for Learning Finding Your Focus Survey
Instructions: For each of the following statements, please rate the statement according to the level of use within your school. The rating scale is:
1 – Used once a reporting period 2 – Used once a month 3 – Used twice a month 4 – Used weekly 5 – Used daily
Statements:
# Statement Level of Use 1. In-depth conversations about teaching and learning.
2. P/VP discusses student learning and engagement with teachers.
3. Celebrate school successes in regard to student learning.
4. Staff individually, set measureable targets for improving student learning.
5. Teachers reflect on their own practice (for specific students).
6. Regularly scheduled time for staff to discuss student learning, alternate strategies, and assessment.
7. Recognize and value the strengths of your staff.
8. Encourage dialogue and reflection amongst staff.
9. Staff uses protocols to examine student work together to assess student understanding and barriers to improved learning.
10. P/VP engages teachers in dialogue that helps them to reflect and refines classroom practice.
11. Systems and structures within school are in place for staff to discuss student learning.
36 12. Staff collectively, within groups, create and use classroom assessments to monitor student progress to achieve targets. Finding Your Focus Scoring Sheet:
Number Professional Relationships Number Structures and Support 1 3 7 6 8 11 Total Total Divide by 3 Divide by 3 Clarifying Purpose Learner-Focused Dialogue 4 2 9 5 12 10 Total Total Divide by 3 Divide by 3
Aggregate Scores:
Professional Relationships: ______
Structures and Support: ______Lowest Aggregate Score Area: ______Clarifying Purpose: ______
Learner-Focused Dialogue ______
37