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Instructional SupervisionWSU Principal Preparation Program
November 12, 2014
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Our Mission
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The Center for Educational Leadership (CEL) is a nonprofit service
arm of the University of Washington College of Education dedicated to
eliminating the achievement gap that continues to divide our nations
children along the lines of race, class, language and disability.
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Equity Is a Key Principle of Our Work
Equal Outcomes
Fairness
Access and Support
Respect for Differences
Achievement ofEvery Student
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Foundational Ideas
If students are not learning they are not being affordedpowerful learning opportunities.
Teaching is a highly complex and sophisticated endeavor.
Practice of sophisticated endeavors only improves when it isopen for analysis and critique.
Improving practice in a culture of public scrutiny requires
reciprocal accountability.
Reciprocal accountability implies a particular kind ofleadership to improve teaching and learning.
Leaders cannot lead what they dont know.
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Foundational Ideas
Of the foundational ideas, what resonates most?
What is most challenging?
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Getting Alignment Around Instructional Effectiveness
DISTRICT
LEADERSHIP
Helping district leaders todevelop policies, practices
and structure that supportprincipals and teachers in
delivering high-qualityinstruction.
SCHOOL
LEADERSHIP
Helping district leaders andprincipals observe, analyze
and lead for high-qualityinstruction.
TEACHING
EFFECTIVENESS
Developing the teachingexpertise necessary to
ensure that all studentslearn at high levels.
STUDENT
LEARNING
All students,regardless of race,
class, language anddisability, achieve at
high levels.
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Two-Part Equation
Common language forhigh-quality instruction
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Knowing how to leadfor that
InstructionalAnatomy
InstructionalLeadership
InstructionalEffectiveness
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Increasing the knowledge,
skills and expertise of theteacher.
Changing the role of
the student as learner.
Increasing the level andcomplexity of the
curriculum/content.
Text/TaskContent
StudentTeacher
Context
CHILDRESS, ELMORE, GROSSMAN, KING. Public Education Leadership Project, 2007
The Instructional Core:We can increase student learning by!
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Instructional Leadership
observe teaching and learning (nonjudgmental)
script an observation (descriptive & specific)
analyze an observation (use of frameworks)
lead conversations with teachers
give feedback to teachers
organize learning opportunities for teachers
lead/facilitate learning opportunities for teachers
monitor implementation of new learning
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Learning Target & Success Criteria
Hone skills to support a coaching conversation
Articulate a personal practice goal around observation,analysis, and organizing a coaching conversation
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Foundational Skills for Observation & Analysis
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Non-judgmental noticing
!Citing specific evidenceduring analysis
!Asking authentic questions to better understand a
teachers decision making related to specific evidence
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Using a strength-based approach
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Observing Examining our Process
What do you tend to look/listen for?
What biases might you bring to classroom observation?
What might you see or hear that would put you in a
judgment mode?
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Observing Foundational Questions
What do I see?
What do I see that makes me say that?
What else do I see?
From the work of Abigail Housen and Visual Thinking Strategies, New York.
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Descriptive Observation:
Learning to See, Unlearning to Judge
Helps us to search for cause and effect relationshipsbetween what we observe teachers and students doingand what students actually know and are able to do as aconsequence.
Keeps us focused on analyzing what we see going on inthe classroom vs. debating what constitutes effectiveinstruction.
City, Elmore & Fiarman, Instructional Rounds in Education, Chapter 4.
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Description With Judgment: Reflect
The teacher read from a book that was not at theappropriate level for the class.
There was too much time on discussion, not enough timeon individual work.
The students conducted a sophisticated lab experiment.
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Description WithJudgment
The teacher read from a book that was notat theappropriate level for the class.
There was too much time on discussion, not enough timeon individual work.
The students conducted a sophisticatedlab experiment.
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Description WithoutJudgment
The teacher read from a 7th grade text.
Students spent 45 of 55 minutes in a group discussion. Studentsspent 10 minutes on individual work.
Teams of students conducted a lab experiment using a 5 stepinquiry method to measure transfer of energy in plants. Studentsasked questions of each other: How can we be sure our findings
are accurate, and How will we validate our findings?
Adapted from A Presentation of the National Reading Technical Assistance Center.
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Specificity of Evidence
The students talked to each other.
vs.
T. asked students to turn and talk to a partner about the focus for
their learning.
Sts. sat on rug in front of rm and turned to their partner and tookturns talking about what they would be learning today.
T. knelt on the ground next to three partner groups and listened totheir conversation
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Case study - Jess
Jess has been teaching for six years. She is an eager
professional learner,a thoughtful practitioner and hasparticipated in professional development opportunities. Shehas been committed to her Professional LearningCommunity, which consists of other math teachers in herbuilding.
Jesss district has had a math initiative for two years, whichis focused on getting students to talk and think in discipline-specific ways. Additionally, Jess has chosen to work onincreasing student engagement in her classroom,
specifically though increasing student-to-student talk andhaving students justify their thinking using mathematicallanguage.
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Jess video
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Noticing: Sharing Observations
In your notes, highlight what you noticed related to Jessarea of focus:
What did you notice?
What could this be evidence of?
!"
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Sharing Observations and Calibrating Evidence
I noticed ________.
!Why do you think that?
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How do you know?
!What is your evidence?
!!
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Wondering
Is there anything about the teachers thinking or decision-
making do you want to know more about?
!$
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Conversation as a Data Point
What do you want to know about the teachers intentionsrelated to her area of focus?
What do you want to listen for in relation to how a teacher
thinks about her area of focus?
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A Wonder is / is not
ISa genuine question to help you learn from the teacherand helps prepare you to listenfor the teachers thinking
IS NOT
A suggestion in disguise
A yes/no question
Feedback
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Wonderings Are Not Feedback
The purpose of wondering is to assume positive intent andnot become overly committed to our initial interpretations:
part of the feedback processto help us understand what
to bring forward as suggestions and what to hold on to asinformation for further professional development
help us understand the teachers decision-making andthinking
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Wonder: Possible Question Stems
!How did you make decisions about![who to call on,
who to check in with]
!What is your vision for![how students shouldparticipate in!, how students should show their
understanding!
.]
!What did you learn from/about your students todaywhen you!/when they!?
!Talk me through![your thinking about!, your planningfor!, what you noticed when!]
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Analyzing Notes Strength-Based
What can the teacher do? (Code with a c)
What is the teacher on the verge of being able to do?
(Code with a v)
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Defining Can and Verge of
Can means there is strong evidence that the practice is inplace (with intention) and effective.
Verge of means there is evidence of the practice in place
(with intention) but it may not be as effective as it needs tobe.
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Identifying Possible Feedback
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Immediate Coaching Points:
Based on the instructional framework.
Based on verges of.
Based on evidence from observation.
!Long-term Coaching Points:
Based on the instructional framework.
Based on what you believe the teacher may be far frombeing ready to enact in their classroom.
Based on lack of evidence in practice.
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Learning Target & Success Criteria
Hone skills to support a coaching conversation
Articulate a personal practice goal around observation,analysis, and organizing a coaching conversation