Clinical Supervision Syllabus

Course Description The purpose of this course is to train current and future school administrators to supervise teachers in clinical settings. Clinical supervision is first and foremost a process by which administrators and others can encourage teachers to continue their professional progress. Because teachers, like their students, vary in needs and abilities, this course will help administrators differentiate their approaches to complement and supplement teachers’ skills and knowledge. Course participants will consider ethical and legal issues surrounding the supervision of school personnel. They will also investigate policy initiatives aimed at improving teaching in our nation’s schools. Participants will concentrate on mentoring and direct observation of teachers’ performances—behaviors you can see and/or hear—both in classrooms and in professionally related activities. Such observations are meant to shed light on teacher quality, or teachers’ abilities to call up relevant professional knowledge and apply it at appropriate times in classrooms. In doing so, participants will focus on the development of practical skills of clinical supervision and formative evaluation—asking teachers about their work, observing classroom behavior of both teachers and students, and providing feedback to teachers based on observations… This course is based upon the Interstate School Leaders Licensure Consortium (ISLLC) Standards and targets ISLLC Standard 2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth” and Standard 3: “Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.” Competencies Upon completion of this course, participants will be able to • Explain ways supervisory approaches can be fitted to 1

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teachers’ needs and abilities; Describe the literature on teacher effectiveness—that is, the relationship between teaching and student learning; Explore challenges facing supervisors—ethical and practical problems involved in evaluating teachers, organizing resources to support teacher growth, and building a repertoire of supervisory knowledge and skills; Use both high- and low-inference observation systems on videotapes of teaching and learning and in live classroom settings; and Supervise teachers in classroom settings—checking planning of instruction via pre-observation conferences (i.e., clarifying teachers’ objectives, appraisals of students’ needs, and forecasts of instructional strategies), collecting and analyzing data on teaching and learning; and sharing the results of observations in post-observation conferences.

Materials All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class Materials!Virtual Library!Readings (Search). If you do not have the most recent versions of the following software, please download each from the given sites. • Windows Media Player • RealPlayer • Adobe Reader • QuickTime Cases Used • Beyond the Classroom • In the Classroom • Keeping Score • What’s Happening • What’s the Point? • Whose Class Is It? • Video Friday Course Schedule Find session dates by selecting Syllabus on the top menu bar. For 2

typical courses, final Discussions, Journals, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

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Introductory Session Exploring the CaseNEX Site Complete these tasks prior to the beginning of Session 1. Readings Read the course requirements, paying special attention to the CaseAnalysis and Workbook Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate. Discussion Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) Journal What do you find inspiring and challenging about your work in education? (100 words or fewer) Note Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor’s name and then compose your message and hit ‘Post Message.’

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Session 1 Understanding Clinical Supervision Case Keeping Score Readings • Locate and review your district’s teacher evaluation form options • Teacher Development (Chapter 7: A Clinical Environment for Teacher Development) • Improving Teacher Evaluation to Improve Teacher Quality • Honoring Diverse Teaching Styles, Chapter 1: Understanding the Clinical Cycle Discussion After reading the pre- and post-observation conferences conducted by the principal in this session’s case, describe at least three issues and at least one opportunity you perceive. What actions might you suggest the principal take to support Mary Anne’s growth as a teacher? Journal Based on your review of district evaluation forms, what seems to be the purpose of evaluation in your district? What actions suggested in the session’s readings might improve the evaluation process? What might be the perspective of teachers on this process? Notes Remember to check your CaseMail (linked from TOP menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. Workbook You will need to plan for and work on this assignment throughout the course. Application of the Clinical Process Cycle Apply the clinical process cycle with one teacher. This should be done 5

independently of the formal observation process in your school. Follow the Environmental Procedures guidelines outlined by McNergney/Carrier in “Teacher Development,” Chapter 7. Your report should be posted in the Workbook and should include the following sections: 1. Preplanning: Write a half page summary of your perspective of the teacher with whom you will be working and your thoughts about managing the clinical process. Reflect upon this teacher’s characteristics, needs, and professional goals. 2. Pre-Observation Conference: Conduct a pre-observation conference with your target teacher. Use open-ended questioning to gather information about the teacher’s perspectives regarding: (1) children's needs and abilities, (2) outcomes for the lesson, and (3) teaching environment he or she plans to establish, for example, content, activities, sequence, pace of lesson. This should be audiotaped, so you can revisit the conference and summarize what transpired during the session. Write a one page summary of the session or, if you are in summer session, anticipate possible responses a teacher might have to your inquiries. 3. Observation: Observe the teacher for at least 30 minutes. During your observation, you should collect data using two of the observation tools you will learn about in this course. After the observation is complete, spend time with your data drawing and refining conclusions. Complete a two-page summary of your observation that integrates knowledge from the data. 4. Post-observation conference: Conduct a post-observation conference with your target teacher. Use open-ended questioning to gather the teacher’s perspective on the observed teaching session. Discuss the results of your observation with the teacher. This should be audiotaped, so you can revisit the conference and summarize what transpired during the session. Write a one page summary of the session. 5. Reflection: Reflect on the following questions regarding the clinical process. Write a one page summary of your thoughts, focusing on the following: • •

What problems, if any, did you have? What might you do differently next time? 6

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What are the practical implications, positive and negative, of working with teachers using the clinical process?

Summer session: If you cannot arrange a classroom observation, please choose a teacher to observe from the CaseNEX In the Classroom page. You will simulate a supervision experience by following steps 1-5 outlined below. Use the information provided on the In the Classroom page (content area, grade level, etc.) to inform your questions, goals, and evaluation. This assignment is due by the end of Session 8.

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Session 2 Differentiating the Clinical Supervision of Teachers Case Keeping Score Readings • Teacher Development (Chapter 6: Teacher Developmental Environments) • Differentiated Supervision • Supervisory Options for Instructional Leaders in Education (beginning on page 13) Discussion Consider the perspectives of Principal Toomey and Mary Anne from Keeping Score. What might each of them be thinking during each phase (pre-conference, observation, post-conference) of the evaluation process? What issues are raised by their differing perspectives? Journal Summarize the SOIL model of supervision. What might be the consequences of implementing this model, both positive and negative, intended and unintended? Workbook Continue working on your Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 3 Assessing Teacher Behavior in Classrooms Case Whose Class Is It? Keeping Score What’s Happening Readings • Gather and read the documents used by your district in the observation and evaluation of teachers • Teacher Development (Chapter 3: Assessing Behavior) • Observing Classroom Practice • How to Select the Right Classroom Observation Tool Discussion Using knowledge from “Assessing Behavior,” examine Principal Wiley’s data collected with the Kounin and Goldhammer systems (Whose Class Is It, scene 7). What patterns do you detect in the Goldhammer notes? What can you say about student involvement after having examined the Kounin data? Be sure to document the evidence for your responses. Discuss the positive and negative consequences of using the Galloway and Morine data collection systems. Journal Review your district’s observation/evaluation forms and describe which type of observation system (from the readings) they most closely resemble. What are the consequences of using this method of data collection and reporting? Compare the teachers and administrators perspectives on how reliably your district’s observation forms measure teacher effectiveness. Workbook Systematic Observation 1. Memorize the coding categories for the Flanders System outlined in the reading. Be sure you can go both ways; that is, if given 9

the numeral, be able to name the behavior attached to that code and if given the behavior, be able to state the numeral. Next work on your timing, so you can code verbalizations every three seconds and/or every change in speaker. 2. Practice using the Flanders System by coding three teacherstudent interactions in the following videos: Keeping Score, Scene 3, and What’s Happening, Scenes 5 and 7. Provide coding data for these interactions. 3. Now view teaching both from the outside-in and the inside-out. View the video clip of Mary Anne that was filmed during her first year of teaching (Keeping Score, Scene 3). Record her behavior using Goldhammer. Next, watch the video in Scene 4 of Keeping Score to hear Mary Anne’s reflections on her teaching. Paraphrase her perceptions of the lesson. Do you think she is accurate? Too lenient on herself? Too self-critical? How might you use Mary Anne’s stimulated recall and your own observation notes in a post-observation conference with her? This assignment is due by the end of Session 4. Continue working on your Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 4 Engaging Teachers in the Evaluation Process Case Whose Class Is It? Readings • Beyond the Scoreboard • Teacher Evaluations Explained (video) • Evaluations That Help Teachers Learn Discussion Compare the perspectives of Principal Wiley and Ms. Lowry on classroom observations. Using knowledge from this session’s readings, what actions might the principal take to engage Ms. Lowry in a more positive manner? Journal To what extent does your district include teacher input in the evaluation process? Based on information from the video Teacher Evaluations Explained, what issues emerge as teachers examine evaluation alternatives? What might be some consequences of providing alternatives to classroom observations? Workbook The Systematic Observation assignment due by the end of this session. Continue working on your Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 5 Examining Classroom Management and Nonverbal Behavior Case What’s the Point? What’s Happening? Readings • About the TPR • How Teacher Positioning in the Classroom Affects the On-Task Behavior of Students • The Influence of a Teacher’s Non-Verbal Behaviour on Students’ Motivation • Teacher Development (Chapter 3: Assessing Behavior_ Discussion Examine Julia’s Honors English (24 students) observation summary in the case What’s the Point. Using knowledge from About the TPR, what can you infer about the student involvement and behavior in this class? Suggest actions Julia might take to strengthen the social system in her class. Journal What issues about teachers nonverbal behavior are raised in this session’s readings? How might administrators address this topic during observations, and what might be some consequences? Workbook: Coding Verbal Cues and Nonverbal Behavior Review the Galloway and Flanders systems in Teacher Development, Chapter 3: Assessing Behavior, then view the videotape of Peter Flaherty in Scene 5 of What’s Happening. Combine the Galloway and Flanders systems to record this teacher’s behavior during instruction. Post your codings in your Workbook and comment on the following: 1. Teacher Behavior: What types of encouraging and restricting nonverbal behaviors does Mr. Flaherty exhibit to his students? 2. Compare: How much time does Mr. Flaherty spend using encouraging nonverbal cues versus restricting nonverbal cues during 12

the teaching segment? 3. Questions: Are Mr. Flaherty’s questions usually accompanied by nonverbal cues that encourage or that restrict student communication? Include examples. This assignment is due by the end of Session 6. Continue working on your Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 6 Defining Teacher Success through Student Achievement Case What’s the Point? Readings • About the TPR • Using Curriculum-Based Measurement to Improve Achievement • Do Student Test Scores Provide a Solid Basis to Evaluate Teachers? • What Research Says About Using Value-Added Measures to Evaluate Teachers Discussion Review the TPR results for Julia’s classes in What’s the Point. Imagine you are conducting Julia’s observations. Using knowledge from About the TPR, what actions might you take when completing the three-part Observer Feedback section? As you submit your responses for each section, concentrate on asking her questions instead of making declarations about her teaching. Journal How do you (and your school district) currently assess student learning? Using knowledge from the readings, what issues are raised by these measurement tools, and what changes would you recommend to address those issues? Workbook The Coding Verbal Cues and Nonverbal Behavior assignment is due by the end of this session. Continue working on your Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 7 Dealing with Difficult Situations Case Video Fridays Readings • Locate and review your district’s teacher dismissal policies • Conflict and the School Leader: Expert or Novice • Early Career Principals: Working Productively With Difficult and Resistant Staff • Working with Difficult Staff Discussion As you consider issues in Video Fridays, do you recognize acts of noncompliance? If so, explain what those acts are and whether or not you believe the administration handles the noncompliance effectively. What might be the perspective of the teachers in this case? Journal Describe the probation/dismissal policies in your school district. How might these apply to the situation in Video Fridays? If you were the principal in this case, what actions would you take to deal with Ms. Bolling? What consequences might follow? Workbook Continue working on the Application of the Clinical Process Cycle assignment due by the end of Session 8.

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Session 8 Recognizing and Supporting Great Teachers Case NBPTS: Beyond the Classroom Readings • Recruiting and Retaining Quality Teachers for High-Needs Schools: Insights from NBCT Summits • The Principal’s Role in Teacher Retention: Keeping New Teachers • The Good Mentor • Better Mentoring, Better Teachers Discussion In this session’s case, what issues are raised by the Superintendent’s decision to raise the status of the National Board Certified teachers and increase their mentoring role? What might be the consequences (both positive and negative) of involving outstanding staff members (NBPTS teachers and others) in school improvement efforts? What other actions might Patricia’s principal take to recognize and utilize her expertise? Journal Describe mentoring programs in your school or district. Based on knowledge from this session’s readings and from this course, what actions might your administrators take to support new teachers more effectively? Workbook The Application of the Clinical Process Cycle assignment is due by the end of this session.

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