Strategic observation practices to drive coherence and results
Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created – by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level – then supervision is about examining practice, working together to solve problems, and constantly improving.
Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find:
- A clear framework for knowing what supervision practices to use when, and for what purpose
- Useful templates and protocols for different supervision practices on a companion website
- Helpful examples and vignettes from the field to show how to differentiate supervision for teachers
- A unique focus on student learning at the center
Supervision is more than a series of steps that leads to final evaluation – its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.
Inhoudsopgave
List of Figures
Acknowledgments
About the Authors
Introduction
A Few Things You Should Know
Chapter 1. Differentiated Supervision 101
What Supervision Is and What It Is Not
The Challenge
A Model for Improved Supervision
Why It Works
Making It Happen
Equity Check
From the Field
Key Takeaways
Where Are You Now?
Chapter 2. Element I: Universal Support With Qualitative Feedback
Clarifying the Model
Why It Works
Making It Happen
Equity Check
From the Field
Key Takeaways
Where Are You Now?
Chapter 3. Element II: Individual/Small Group Support With Qualitative Feedback
Clarifying the Model
Why It Works
Making It Happen
Equity Check
From the Field
Key Takeaways
Where Are You Now?
Chapter 4. Element III: Universal Support With Quantitative Feedback
Clarifying the Model
Why It Works
Making It Happen
Equity Check
From the Field
Key Takeaways
Where Are You Now?
Chapter 5. Element IV: Individual Support With Quantitative Feedback
Clarifying the Model
Why It Works
Making It Happen
Equity Check
From the Field
Key Takeaways
Where Are You Now?
Chapter 6. Leading the Differentiated Supervision Model
Principal A
Principal B
Leadership Behaviors and the DIIE Model
How Behaviors Align to Elements I, II, and III
Do This, Not That
Leadership Commitments
It’s Your Time
Final Thoughts
Appendix A. Differentiated Supervision Timeline
Appendix B. Example School Improvement and Professional Development Plan ABC School
Appendix C. Developing Look Fors Protocol
Appendix D. Building Capacity Self-Assessment
References
Index
Over de auteur
Kim Morrison, co-author of School Leadership through the Seasons: A Guide to Staying Focused and Getting Results All Year (Routledge Eye on Education, 2016), is the principal of an urban elementary school located in the Midwest. Her administrative experiences have included elementary, middle and district administration for over twenty years. She has primarily worked in at-risk environments addressing complicated issues of equity, poverty, homelessness and special education. She was named Middle School Principal of the Year by School Administrators of Iowa in 2016. She has been the coordinator for new teacher induction, Mc Kinney Vento Homeless Grant and Safe and Drug Free Schools.
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