4 Halverson - National Forum Journals - Dr. Kritsonis
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NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 25, NUMBER 1, 2007--2008
ELCC STANDARD #2 AND #3A DEVELOPING A QUESTION BANK FOR CONFERENCING TEACHERS AND CONDUCTING PRE AND POST OBSERVATION CONFERENCES Dean Halverson, Western Illinois University Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
A
s part of a class on supervision of instruction students are required to develop Question Banks for both pre and post observation conferences. They are also do complete an entire clinical supervision sequence with a teacher in a classroom. Develop Question Banks for both pre and post observation conferences: • Develop a “bank” of questions that can be utilized in a preconference to help the observer be knowledgeable about the lesson that will be observed and also cause the teacher to be reflective prior to teaching the lesson. • Develop a “bank” of questions that can be utilized in a post observation conference to help the teacher reflect on his/her teaching. • Both sets of questions should meet the designated criteria listed in the rubric. 32
33
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Conduct a clinical supervision sequence with a classroom teacher including a pre conference, classroom observation, post conference and a summary of the entire sequence. Documentation includes: • The pre and post conferences recorded using a video tape or a digital recorder. • Notes from the classroom observation • A typed summary of the entire sequence The documentation should address all the designated areas of the rubric. Specific ELCC Indicator Level Standards Addressed 2.2a Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. 2.2b Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs. 2.2c Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction. 2.3a Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. 2.3b Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. 2.3c Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement
Dean Halverson
34
2.4b Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive professional growth plans with teachers and other school personnel 3.1.a Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency Assignment Students will develop a bank of questions for pre-observation questions and a bank of post-observation questions that will be utilized in the school setting to conduct a clinical supervision sequence with a teacher in a school. The student will: • Conduct a pre-observation conference, recording answers to the pre- questions that are asked • Observe a teacher conducting a lesson, gathering information during the lesson • Analyze the lesson and determine questions from the postobservation question bank that will be utilized in that conference. • Conduct a post-observation conference, recording answer to the questions asked • In conjunction with the teacher, write a summary of the areas for additional emphasis and the areas of strength • Write an appraisal of the clinical supervision sequence
35
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Scoring Rubric Developing a Question Bank for Conferencing Teachers & Conducting Pre and Post Observation Conferences Criteria 2.2a
2.2b
2.2c 2.3a
2.3b
2.3c
2.4a
3.1a
Meets The questions for both the pre and post conferences address effective instructional practices that improve instruction The conference summary includes information related to the accommodation of the diverse needs of the students The conference questions address the utilization of technology to enrich curriculum and instruction The questions asked during the conferences address best practices and cause the teacher to reflect their application to enhance student learning The summary of the conference reflects proven learning and motivational theories and concern for diversity in the learning process The items in the pre and post conference questions banks reflect research strategies that promote an environment for improved student achievement The conference summary includes growth areas for the teacher that were developed through collaborative reflection The questions utilized during the conferences address research and data that is utilized to make decisions regarding equity, effectiveness and efficiency
Does Not Meet The questions for both the pre and post conferences fail to address effective instructional practices The conference summary does not includes information related to the accommodation of the diverse needs of the students The conference questions do not address the utilization of technology to enrich curriculum and instruction The questions asked during the conferences address best practices and cause the teacher to reflect their application to enhance student learning The summary of the conference does not reflects proven learning and motivational theories and concern for diversity in the learning process The items in the pre and post conference questions banks reflect research strategies that promote an environment for improved student achievement The conference summary does not includes growth areas for the teacher or the growth areas were not developed through collaborative reflection The questions utilized during the conferences do not address research and data that is utilized to make decisions regarding equity, effectiveness and efficiency
ELCC STANDARD #2 AND #3A DEVELOPING A QUESTION BANK FOR CONFERENCING TEACHERS AND CONDUCTING PRE AND POST OBSERVATION CONFERENCES Dean Halverson, Western Illinois University Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
A
s part of a class on supervision of instruction students are required to develop Question Banks for both pre and post observation conferences. They are also do complete an entire clinical supervision sequence with a teacher in a classroom. Develop Question Banks for both pre and post observation conferences: • Develop a “bank” of questions that can be utilized in a preconference to help the observer be knowledgeable about the lesson that will be observed and also cause the teacher to be reflective prior to teaching the lesson. • Develop a “bank” of questions that can be utilized in a post observation conference to help the teacher reflect on his/her teaching. • Both sets of questions should meet the designated criteria listed in the rubric. 32
33
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Conduct a clinical supervision sequence with a classroom teacher including a pre conference, classroom observation, post conference and a summary of the entire sequence. Documentation includes: • The pre and post conferences recorded using a video tape or a digital recorder. • Notes from the classroom observation • A typed summary of the entire sequence The documentation should address all the designated areas of the rubric. Specific ELCC Indicator Level Standards Addressed 2.2a Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. 2.2b Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners' diverse needs. 2.2c Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction. 2.3a Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. 2.3b Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. 2.3c Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement
Dean Halverson
34
2.4b Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive professional growth plans with teachers and other school personnel 3.1.a Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision making with attention to indicators of equity, effectiveness, and efficiency Assignment Students will develop a bank of questions for pre-observation questions and a bank of post-observation questions that will be utilized in the school setting to conduct a clinical supervision sequence with a teacher in a school. The student will: • Conduct a pre-observation conference, recording answers to the pre- questions that are asked • Observe a teacher conducting a lesson, gathering information during the lesson • Analyze the lesson and determine questions from the postobservation question bank that will be utilized in that conference. • Conduct a post-observation conference, recording answer to the questions asked • In conjunction with the teacher, write a summary of the areas for additional emphasis and the areas of strength • Write an appraisal of the clinical supervision sequence
35
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Scoring Rubric Developing a Question Bank for Conferencing Teachers & Conducting Pre and Post Observation Conferences Criteria 2.2a
2.2b
2.2c 2.3a
2.3b
2.3c
2.4a
3.1a
Meets The questions for both the pre and post conferences address effective instructional practices that improve instruction The conference summary includes information related to the accommodation of the diverse needs of the students The conference questions address the utilization of technology to enrich curriculum and instruction The questions asked during the conferences address best practices and cause the teacher to reflect their application to enhance student learning The summary of the conference reflects proven learning and motivational theories and concern for diversity in the learning process The items in the pre and post conference questions banks reflect research strategies that promote an environment for improved student achievement The conference summary includes growth areas for the teacher that were developed through collaborative reflection The questions utilized during the conferences address research and data that is utilized to make decisions regarding equity, effectiveness and efficiency
Does Not Meet The questions for both the pre and post conferences fail to address effective instructional practices The conference summary does not includes information related to the accommodation of the diverse needs of the students The conference questions do not address the utilization of technology to enrich curriculum and instruction The questions asked during the conferences address best practices and cause the teacher to reflect their application to enhance student learning The summary of the conference does not reflects proven learning and motivational theories and concern for diversity in the learning process The items in the pre and post conference questions banks reflect research strategies that promote an environment for improved student achievement The conference summary does not includes growth areas for the teacher or the growth areas were not developed through collaborative reflection The questions utilized during the conferences do not address research and data that is utilized to make decisions regarding equity, effectiveness and efficiency
