Week 8 Mock Pre Conference and Post Conference Observations Paper For this assignment, you will do a mock pre-conference and post-conference and watch 1 of

Week 8 Mock Pre Conference and Post Conference Observations Paper For this assignment, you will do a mock pre-conference and post-conference and watch 1 of the 3 teacher-observation videos located in the Reading & Study folder of Module/Week 8 (“Adam Maitland’s Classroom Observation – Elementary,” “Science Lesson Study – Investigation-Colloquium Method – Middle School,” and “John Huber – Classroom Observation – High School”).

The focus of the observation must be established in the pre-observation conference. For this portion, you will write about how you would handle a pre-conference, including what questions you would ask, and what information you would expect to learn from the teacher during the pre-conference.

During the observation, you will complete an observation form in order to evaluate the instruction. This completed form must be turned in with your assignment. 

For the post-observation conference, you will script out the conversation you might have with the teacher.

The cycle must follow a sequence such as the one depicted in the table below:

Cycle Step

Outcomes

Follow-up

Pre-Observation Conference

Articulation of the purpose and function of the observation cycle.

Identification of the focus of the first observation.

First observation.

Observation

Data collection.

Analysis and interpretation of the data.

Post-Observation Conference

Articulation of the outcomes of the final observation and a review of   the previous outcomes.

Discussion of the implications of the data.

Articulation of instructional recommendations by both the teacher and   the observer.

Identification of the focus of the second observation.

Generation of a written script describing each step of the cycle, a   prescription for instructional improvement, and the teacher’s perspective of   the cycle.

This assignment must be written in current APA format. Use a fictitious name for the teacher for privacy purposes. 

SuperVision and Instructional Leadership

Carl D. Glickman; Stephen P. Gordon; Jovita M. Ross-Gordon SuperVision and
Instructional Leadership:
A Developmental
Approach
10th Edition
Chapter 20
Action Research: The School
as the Center of Inquiry
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Essential Question
What are the components of action research
and how does this build inquiry with your
stakeholders?
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Key Terms
• Action Research
• Shared Governance
• Problem Solving
• Supervisor’s Interpersonal Approach
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Group Processing
Why should our schools not be staffed, gradually if
you will, by scholar-teachers in command of the
conceptual tools and methods of inquiry requisite to
investigating the learning process as it operates in
their own classrooms? Why should our schools not
nurture the continuing wisdom and power of such
scholar-teachers?
(Schaefer, 1967)
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Comparing Traditional Research and
Action Research Part 1
Traditional Research
• Purpose of traditional research is to develop new
knowledge. Gain a better understanding of phenomena
and develop hypotheses or test hypotheses.
• Traditional research usually is led by an outside expert.
Action Research
• Purpose of action research is to solve a practical
problem and improve practice. Explore practical
problems, guide action planning and evaluate results .
• Action research usually is led by practitioners.
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Comparing Action Research &
Traditional Research – Part 2
How would you compare these two research
processes according to the following:
• Standard for Quality
• Primary Audience
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How is Action Research Conducted?
•
•
•
•
•
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Select focus area
Conduct needs assessment
Design action plan
Carry out action plan
Evaluate effects and revise action
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Developmental Approach Action
Research
Supervisory Approaches
• Informational
• Collaborative
• Nondirective
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Decision Process: Action Research
1. Conduct a needs assessment
2. Brainstorm activities that will cut across
supervision tasks
-Direct Assistance
-Group Development
-Professional Development
-Curriculum Development
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Decision Process:
Action Research Continued
3. Prepare an action plan
4. Determine ways to observe the progress of the
action plan in classrooms
5. Choose an evaluation design
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Core of Supervisory Activities
Action Research Plan
•
Direct Assistance Activities
•
Professional Development Activities
•
Group Development Activities
•
Curriculum Development Activities
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Expanding Boundaries:
Alternative Approaches to Action
Research
Interpretive Action Research
• Understand phenomena in schools and the meaning that
participants make of those phenomena.
Critical Action Research
• Examine and challenge established, taken-for-granted
ways of doing things that support inequity, with an eye
toward changing practice to increase equity.
• Utilize praxis (interactive cycle of practice and theory
building).
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Characteristics
Successful Action Research
• Distributed leadership
• Research at faculty meetings
• Teacher interaction in data gathering, analysis and planning
• Development of detailed action plans and implementation
• Extensive collaboration of stakeholders
• Support and resources for teachers engaged in action
research
• Incremental, steady approach to successful action research
• Ongoing improvement goals and reflective inquiry as part of
school’s climate
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Group Analysis:
School’s Action Plan
In our groups, reflect on the action plan in your
school and determine which area you would
like examine for a more detailed plan for
implementation.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Alternative Approaches to Action
Research
Interpretative Action Research
• Understand phenomena in schools and the
meaning of participants make of those
phenomena
Critical Action Research
• Examines and challenges the established ways
of doing thinks and places emphasis on power
relations that lead to inequity
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Shared Governance
“As a paradigm of collaborative, participatory, and
democratic inquiry, teacher action research is the
intellectual and affective hear and soul of a
knowledge democracy.
(Pine, 2009)
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Shared Governance Premises
• Every professional who so desires can be involved
in making decisions.
• Any professional who does not desire is not
obligated to be involved in making decisions.
• Once a decision is made, all staff must implement
the decision.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Shared Governance Principles
One person, one vote
Limit decisions to schoolwide instruction within the
control and responsibility of the school.
Authentic feedback necessitates small groups.
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Shared Governance Formal Groups
• Executive Council (7 members)
• Liaison (7 members
• Task Force 1, 2, ,3
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Shared Governance
Decision-Making Procedures
Task force recommends:
•
goals and objectives
•
action plan
•
evaluation plan
Executive council makes decision to approve, table for
input form liaison group, or disapprove.
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Reflection
Based upon your knowledge of action
research, how would you as a supervisor
provide the focus, structure, and time for
teachers to collaborate on improving the
instruction in your schools?
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
SuperVision and
Instructional Leadership:
A Developmental
Approach
10th Edition
Chapter 18
Professional Development
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Essential Question
How can the supervisor use professional
development to build instruction and change
teachers’ attitudes?
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Key Terms
Professional development can change teacher’s
attitudes towards instruction and improvement of
pedagogy. assist teachers to improve instruction.
Stages of professional development include
orientation, integration and refinement.
Alternative professional development include
school wide approaches to improve instruction.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Examine Your Own Experiences
Describe your own professional development
experiences
When were they effective?
What characteristics were strong in your learning?
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Characteristics: Successful Professional
Development – Part 1
• Teacher involvement
• Focus on teaching and learning
• Integration of professional development with school
improvement goals
• Coherence of individual, group, and school-wide
professional development
• Administrative support
• Relevant, job-embedded professional development
• Collegiality and collaboration
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Successful Professional Development
Part 2
• Active Learning
• Inquiry and self-reflection
• Development of leadership capacity
• Inclusion of content on diversity and cultural
responsiveness
• Follow-up to support application of learning
• Ongoing, data-based program assessment
• Continuous professional development that
becomes part of the school culture
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Integrating Schoolwide, Group,
and Individual Professional development
• Involvement of all members of school
community
• Development of all school goals
• Varied professional development formats
• Identification of individual goals
• Learning styles and activities
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Alternative Professional Development
Formats
• Beginning teacher assistance
• Skill development
• Teacher center
• Collegial support groups
• Networks
• Teacher leadership
• Teacher as writer
• Individually planned professional development
• Partnerships
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Analysis of Effective Professional
Development Programs
Group Work:
• Examine the following programs
• Determine what are the characteristics that
provide for success in the schools
• Assess the general characteristics that
supervisors will need to know in their schools
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Examples of Effective Professional
Development Programs
• Districtwide Professional Development
• School – Based Professional Development
• Individualized Professional Development
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Stages of Professional Development
• Orientation Stage
• Integration Stage
• Refinement Stage
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Role Play – Professional Development
• Stages of Professional Development
• In groups, create a scenario in which you can
demonstrate best practices in doing each stage of
professional development.
• The viewers will determine a method to assess
your performance and its effectiveness in delivery.
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Evaluating Professional Development
Programs – Part 1
• Was well-organized
• Was relevant to my work
• Was consistent with our school improvement goals
• Contributes to our overall professional development
program
• Allowed for active participation
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Evaluating Professional Development
Program – Part 2
• Provided opportunities for collaboration
• Promoted reflection
• Included plans for continuation of learning
• Has improved my leadership capacity
• Is likely to ultimately improve our students’
learning
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Does Professional Development
Make A Difference?
What questions are addressed for each level?
•
•
•
•
•
Participants’ Reactions
Participants’ Learning
Organization Support & Change
Participants’ Use of New Knowledge and Skills
Student Learning Outcomes
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Teachers: Objects or Agents
Professional Development
• Importance of Adult Development Learning
• Commitment includes choice and being
responsible in making knowledgeable decisions
in learning
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Extending the Concept of Professional
Development
• Personal development
• Career development
• Moral development
• School improvement
• Improvement of the teaching profession
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
Reflection
Examine your own learning about
professional development. How would you,
as a supervisor, strategically develop your
own professional development program that
would be effective for all learners?
Copyright © 2018 Pearson Education, Inc. All Rights Reserved.
SAMPLE
Observation Protocols
https://hr.dpsk12.org/dcta_evaluation_forms
The state of Denver has a website that includes forms that are needed yearly for evaluations of
all staff. The website is connected to the human resources website. The evaluation is easy to
complete. The teacher is graded on instruction, assessment, curriculum and planning, and
learning environment. The administrator provides comments for each grade, selects satisfactory
or unsatisfactory and provides a summary of the teacher. The administrator also provides a
summary of evidence journal.
http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf
Gadsden City Public schools uses an evlaution form that is based on the state of Alabma’s
standards and the common core standards that the state of Alabama uses. The classroom
observation form measures a teacher’s ability of: content knowledge, teaching and learning
enviroment, literacy, and diversity.
http://www.haywood.k12.nc.us/resources/forms/
Haywood county schools is in North Carolina. Haywood has their website set up for anyone to
use. The website has all of the forms neccsssary to complete supervision duties. As well as
guides for the teachers. The observation form is 13 pages long and measures: leadership,
enviroment, content, failitat of learning, and teachers relection.
SAMPLE
References
Denver Public Schools. (2013, April 29). Human Resources DCTA Evaluation Forms. Retrieved
from Denver Public Schools website: https://hr.dpsk12.org/dcta_evaluation_forms
Gadsden City Schools. (2013, April 29). Teacher Evaluation Manual. Retrieved from Gadsden
City Schools: http://www.gcs.k12.al.us/pdf/EDUCATEGadsden.pdf
Haywood Public Schools. (2013, April 29). Forms. Retrieved from Haywood Public Schools:
http://www.haywood.k12.nc.us/resources/forms/
EDUC 642
OBSERVATION PROTOCOLS GRADING RUBRIC
Criteria
Content 70%
Content
Advanced
66 to 70 points
•
•
•
•
Structure 30%
Grammar,
Spelling,
Punctuation
and APA
format
Levels of Achievement
Proficient
65 to 61 points
•
•
•
•
A minimum of 10 protocols
are selected.
Protocols represent a variety
of states, levels, subject
areas, and public/private
schools.
Protocols are practical.
Details are provided for each
protocol.
Advanced
28 to 30 points
•
Portfolio organized as 1
document.
Only 1 or no errors in
spelling, grammar and/or
punctuation.
All URL links are included.
APA formatting has 0-1
errors.
•
•
•
•
•
•
•
Between 8 and 9 protocols
are selected.
Protocols have little variety
(4) of states, levels, subject
areas, and public/private
schools.
Protocols are practical.
Few details are provided
for each protocol.
Proficient
26 to 27 points
•
Portfolio submitted as
multiple documents.
Paper has 2-3 errors in
spelling, grammar and/or
punctuation.
Some URL links are
included.
APA formatting has 2-3
errors.
•
•
•
•
•
•
•
Developing
1 to 60 points
Fewer than 8 protocols are
selected.
Protocols have little variety (3
or fewer) of states, levels,
subject areas, and public/private
schools.
Protocols are not practical.
No details are provided for each
protocol.
Developing
1 to 25 points
Paper submitted as multiple
documents.
Paper has more than 3 errors in
spelling, grammar, and/or
punctuation.
No URL links are included.
APA formatting has more than
3 errors.
Not present
0 points
Not present.
Not present
0 points
Not present.

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