Professional Documents
Culture Documents
Supervision Strategies
Supervision Strategies
Gathering Data
Interviews are also a helpful source of obtaining information. They can include
discussions with students to verify perceptions. At times, parents request a
conference to discuss their perceptions. In addition, other members of the
administrative team or classified employees who are assigned to work in the
classroom can be interviewed to provide their perceptions.
Teacher Conferencing
During each conference it is important to stay on the topic and focus on the
data and documentation regarding the lessons observed. If the data collected
clearly indicate a change must occur to increase student learning, a directive
for change is appropriate. Some administrators find this type of conference
difficult. It is important to avoid compromising statements that provide an
excuse for poor performance like, "I know this is asking a lot since it's your
first year in advanced science," or "You shouldn't be concerned that the
lesson didn't go well, it happens to everyone." When teachers make threats or
caustic statements, the administrator must remember that teachers who use
this strategy are often diverting attention from the task at hand. It is important
to avoid this diversion and remain on task.
In preparation for the conference, the administrator will need to review the
data and identify the strengths and areas of concern. The administrator should
select only one or two behavioral changes and the professional growth activity
or activities that will have the greatest effect on the learning for the largest
number of students. These selected areas will be the focus or objective of the
conference. It will be necessary to identify specific aspects of the data
collected that support the need for growth in these areas. It is helpful to
formulate questions before the conference that will help the teacher focus on
these issues or clarify aspects of the lesson for the administrator. The
administrator should identify possible resources and personnel that could
assist in a follow-up plan prior to the conference. The recommendations
considered should be doable and reasonable based on the teacher's
readiness and the time available. The administrator should select the type of
conference collaborative, guided, or directive) and prepare a conference
outline. A good conference should last 30-40 minutes. Longer sessions
become an ordeal for both the teacher and the administrator. It is the
administrator's responsibility to have his or her thoughts well-organized and to
keep the conference on task so it can be completed in a timely manner.
During the conference the teacher and/or administrator should cite purpose,
strengths, and areas of concern with reference to supporting data. A follow-up
plan with the desired specific outcome, activities, and a summary of decisions
should be developed.
The evaluation conference should be held at the close of the evaluation period
or at the end of the year. The purpose of the conference is to communicate
the teacher's rating based upon the SB 813 performance criteria adopted by
the district and should include any commendations for exemplary
performance. Additionally, the conference should provide an opportunity to
expand the teacher's thinking and develop means to strengthen performance.
The conference provides yet another forum to communicate and clarify the
school's missions, goals, and values. The administrator prepares for the
evaluation conference in much the same manner as other conferences. The
administrator should review all of the data collected to-date, including
conference memoranda and data prepared during the evaluation period. He or
she should determine the teacher's ratings,
commendations, and recommendations, then prepare the evaluation forms. In
addition, the administrator should identify the objectives that will have the
greatest effect on student learning, recommendations for improvement,
methods of improvement and support, and a reasonable time line. The
administrator should select the type of conference (collaborative, guided, or
directive) and formulate questions that help guide the staff to review specific
areas of performance.
Staff Development
Conclusion
Discussion Questions
2. What are the five most important skills a supervisor must possess to
improve the quality and diversity of instruction in the school?
3. Observe a lesson. Submit your notes, or script, from the observation as well
as the objectives you would have selected for a conference with the teacher.