EDUC 5323:

Supervision of Instruction

Spring  2022
Week 3
Ch. 4-7

Dr. Jen Anderson 

Can you relate? Share…
 Ch. 4- Job Embedded PD
See p. 57 – Supervisors who connect the dots between supervision,
teacher eval, and pd…
• assist teachers in choosing pd to improve practices;
• empower teachers to build their own pd plans;
• work with teachers and observe their practices;
• employee support to help teachers grow; and
• provide resources.
See p. 59-fig.4.1

Some other key findings:

1.Teachers need time - Numerous studies show that professional development is much
more successful at changing teaching practice and student outcomes if it is sustained over
time and is intensive. One-shot professional learning workshops rarely lead to effective,
sustained changes because they don’t offer teachers opportunities to practice the new skills
and get feedback.
2.Collaboration is key - When teachers within a school collaborate during professional
development, they learn from each other and feel more supported.
3.Concrete connections to practice - Teachers need opportunities to connect what they are
learning to their own content area, grade level, and classroom/cultural context. This means
they need opportunities to adapt content, test it, and refine implementation of the new
material or practices within their own classrooms.
4.Connected to school initiatives - Professional learning is most effective when there is
administrative support. If a teacher is forging ahead as a lone wolf to bring in new ideas,
they are less likely to maintain the effort needed to create effective and sustained change.

https://www.mindsetkit.org/growth-mindset-educator-teams/strategies-successful-implementation/research-why-professional-development-matters
Defining and Studying Effective Professional Development

• structured professional learning that results in changes in teacher practices and improvements in
student learning outcomes
• content focused (PD that focuses on teaching strategies associated with specific curriculum content
• intentional focus on discipline-specific curriculum development and pedagogies
• active learning that engages teachers directly in designing and trying out teaching strategies
• uses authentic artifacts, interactive activities, and other strategies to provide deeply embedded,
highly contextualized professional learning.
• moves away from traditional learning models and environments that are lecture based and have no
direct connection to teachers’ classrooms and students
• supports collaboration (teachers share ideas and create communities that positively change the
culture and instruction of their entire grade level, department, school and/or district)
• coaching and expert support
• feedback and reflection
• sustained duration

https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
Ch. 4 continued
See p. 59
1.Relevant. As with students, teachers’ professional learning needs are rarely one-size-fits-all. “It looks
different in every context,” one teacher told us. “It has to be personalized.”
2.Interactive. Rather than listening to lectures, teachers want to apply learning through demonstrations or
modeling and practice. “The best usually involve hands-on strategies for the teacher to actually
participate in,” shared another teacher.
3.Delivered by someone who understands their experience. Teachers value learning most when it comes
from other teachers. “Anything that a fellow teacher who is still in the classroom [presents] beats out
everything else,” one educator said. Another was more pointed about ideal PD opportunities: “Top-down
would be gone.”
4.Sustained over time. Professional growth is a process, not an hour blocked off on a calendar. “PD needs
to be something that you keep working on for a semester or a year,” explained a teacher.
5.Treats teachers like professionals. As one teacher told us, “PD should treat us as adults, rather than
children.” As obvious as this point is, it doesn’t seem to be reflected in the reality of PD for most teachers
—fewer than one in three are highly satisfied with current PD offerings.
See fig 4.2- Standards for PD
See fig. 4.4 - PLCs
Stages of Professional Development
• Orientation Stage
- Teachers given basic knowledge and “left to fend for themselves”
- A reason why some PD fails
• Integration Stage
- Teachers apply previous learning
• Refinement Stage
- move from basic competence to expertise
- Mix and match strategies and previous learning
- Synthesis of learning and best practices
 Ch. 4 continued
To support a robust environment of professional learning a principal
can…
• Use faculty meeting time wisely
• Use teachers in planning
• Develop agendas/clear targets
• Use teacher expertise
• Individual and targeted grouping (or whole school)
• Identify needs
Evaluating Professional Development Programs
• well-organized
• relevant to my work
• consistent with our school improvement goals
• contributes to overall PD program
• allowed for active participation
• provided for collaboration
• promoted reflection
• included plans for continuation of learning
• improved capacity
• likely to ultimately improve students’ learning
Has anyone participated
in one of these
alternative formats?
Thoughts?

https://www.cultofpedagogy.com/pd/
Alternative professional development Formats (pp. 329-331)
Chapter 5- Instruction and Learning Environments

• See Haycock and Hanushek quote p. 88

• What is the “issue” with alternatively certified or emergency certified
teachers? Is it an “issue”?
• See Darling Hammond and Hanushek quotes – p. 88
• See quote by Little, Goe and Bell – p. 89… Do you agree or disagree?
Why?
 Ch. 5 cont.
Teacher evaluation frameworks are generally centered on…
• Subject matter knowledge
• Instructional Planning and Strategies
• Assessment and Data
• Learning Environment
• Effective Communication
• Professionalism
Ch. 5 continued (Personalized Learning)
Ch. 6 – Career Stages, Adult Learning, and Supervision

• Know your people – p. 114… Why is this so important?

• Stages of Concern research p. 118 - fig. 6.3
• See Huberman research p. 118
• Case study p. 119
Ch. 6 Continued

Malcolm Knowles - Theory of Andragogy

• Adults have psychological need to be self-
directing
• Adults bring an expansive reservoir of
experience
• A need to solve real-world problems
• Performance centered: desiring
immediate application of knowledge
(Knowles,
1980)

https://elearninginfographics.com/adult-learning-theory-andragogy-infographic/
Chapter 6 continued
Teachers as adult learners :
What are the implications for supervision
and professional development?

• Differentiation
• Learning Strategies
• Innovation
• Critical Thinking
• Multiple Perspectives
• Problem Solving
• Experiential Learning
• Teacher Empowerment

https://www.researchgate.net/publication/277297031_Table_of_Contents_Table_of_Co
ntents_2
Ch. 7 Motivation and Supervisory Leadership
• See. P. 138- Motivation Defined
• See properties of human agency - 139
Ch. 7 continued
Discussion Board
1. When thinking about adult learning, motivation and
effective pd… What are the implications for
supervisors?

2. Tell us a plan you have for PD when you become or

as the leader of your school/organization.