Tasks of Supervision. Part VEA
2. Tasks of Supervision Part V
EA&S 551 Supervision
3. The Johari Window
4. The Johari Window A useful way of understanding how known and unknown platform dimensions of teachers fit into clinical supervision
Depicts the relationship between two parties, teacher and clinical supervisor
Revolves around aspects of the teacher’s platform:
known to self and others,
known to self but not others,
not known to self but known to others,
and not known to self or others.
5. Other Forms of Direct Assistance
6. Other Forms of Direct Assistance Demonstration Teaching
Assisting with Resources and Materials
Assistance with Student Assessment
7. Establishing Procedures for Direct Assistance
8. Establishing Procedures for Direct Assistance When a crisis occurs, it is good to have a prescribed procedure to follow:
Weekly visits to be accessible
Weekly at a predetermined time
Counselor, dept. head, etc.
9. Developmental Considerations in Direct Assistance Stages of readiness (schools – school units)
Study group/committee – teachers, supervisors, teacher’s unions
Pilot programs – volunteers
What does “development” mean to different people
10. Summary If improvement is part of the school’s agenda – direct assistance is a must
Direct assistance can help eliminate isolationism – foster collegiality
We’ll help you – you help each other – an atmosphere of professional growth and educational importance
11. Case Study (1) Ms. Golan and her meeting with the principal about next years budget.
Mr. Arostook and his meeting with irate parents – he wants her time
How would you have handled this situation?
What leadership theory is involved here?
12. Our Favorite Teacher (case study 2) The minute you met him, you liked him. Ben was a mainstay of the school and the community. A teacher 27 years of service, deacon of the church, a football coach with an 80% winning average, well-liked and well known by every man woman and child in the small rural town of 2,016 souls.
There was just one problem.
13. Our Favorite Teacher (case study) After making two informal visits to Ben’s classroom it was very apparent that Ben didn’t know anything about teaching. In his physical education class students do not dress out and girls, who do not want to get their hair wet taking a shower, were allowed to sit and watch class. He has no written lesson plan, an it appears that the sole activity from September to April is one-on-one basketball.
14. Our Favorite Teacher (case study) In a conversation with Ben you have determined the following: Ben
Has not been evaluated by an administrator in 12 years
Is teaching on a “general certification” which the state offered 30 years ago. It essentially allows him to teach anything. He has little background in any subject are and none in P.E.
Confides in you that he has not idea how to write a lesson plan
Is six years from retirement
Is unsure about his ability to change at this stage of his life.
15. Our Favorite Teacher (case study) In speaking with the superintendent you find that:
This situation has been known by faculty, students, and administration for some time
The community is unaware of has tolerated the situation.
Community expectations for the P.E. program are not high
The state has no testing program for students in P.E.
No other data is available on students in P.E.
She would like you to do something about it.
16. Our Favorite Teacher (case study) Assignment:
Outline your strategies for working with Ben. Discuss the nature of your relationship during the upcoming year(s) and the prognosis for Ben’s future. What work do you anticipate having to do with:
The board of education
17. Our Favorite Teacher (case study) Help:
ISLLC Standard 3, 5, & 6
Knowledges and/or Performances:
Professional development models
Change process –systems, org. and indiv.
Integrity, fairness, dignity, respect, and ethics
Political, social, economic, legal & cultural contexts
Laws as related to education and schooling
18. Case Study