Supervision and Evaluation
The most valuable part of the new teacher evaluation plan is that it requires school leaders be in the class to observe teachers deliver meaningful instruction. This part of the plan ensures that administrators “help each educator strengthen his/her professional practice to improve student learning” (CSDE). The CCT Rubric is a valuable guide for teachers and administrators to use in an effort “to help move teachers along the path to exemplary practice and raise student achievement by clearly defining excellent practice and results; giving accurate, useful information about teachers’ strengths and areas for development; while providing opportunities for growth and recognition” (CSDE).
This part of the evaluation plan generates a dialogue between administrator and teacher regarding specific areas of growth and development. The rubric is a great tool to use to be able to agree upon in regards to the delivery of instruction and best practices. The “evaluation processes are designed to promote collaboration and shared ownership for professional growth” (CSDE). The evaluation plan is set up, regardless of the teacher’s experience and success, to help teachers constantly improve and hone their skills in an effort to improve student learning.
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I teamed with a classmate to review of Marzano's Effective Supervision: Supporting the Art and Science of Teaching. Below you will find that review and presentation that we did for our colleagues.
Book Review: Effective Supervision: Supporting the Art and Science of Teaching
Timothy Fioravanti and Patrick Robitaille
EDL 683 Supervision and Staff Development
Southern Connecticut State University
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Develpoment (ASCD). Cost: $27.95 Number of pages: 183
Effective Supervision: Supporting the Art and Science of Teaching, by Robert Marzano, Tony Frontier, and David Livingston (2011), is a book (and manual), to, “Show school and district-level administrators how to set the priorities and support the practices that will help teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills (back cover).”
In Effective Supervision: Supporting the Art and Science of Teaching, the five conditions that the authors feel need attending to are the following:
The authors believe that the main focus should be on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another’s classrooms, and receive feedback on their teaching strategies. They also believe that that constructive dynamics of this approach always keep in sight the aim of enhancing students’ well-being and achievement. As the author’s note, “The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point (back cover).”
The book is divided into easily understood sections. Each chapter provides a wealth of easily understood knowledge as it pertains to teacher supervision and growth. The authors start with a brief history of supervision, outlining the stages of development as it pertains to current practices. The authors continue with a detailed description of the knowledge base that teachers need to be effective. The authors then discuss the importance of focused feedback for the teachers, as well as effective practice derived from that feedback. The authors then discuss the importance of the need for observation and discussion of expert teaching. They feel the need for teachers to have clear criteria to be able to then plan for success. The authors also believe that teachers’ expertise should not only be recognized for reaching a level of professionalism, but for also going above and beyond and becoming a “mentor” or “master” teacher.
According to the Connecticut Common Core of Leader Standards, “Educational leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning” (2009). This book provides a framework for teachers and leaders to ensure that these goals are understood, valued, and attained. As stated earlier, the authors believe, “The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point (back cover).” This book provides the criterion with easy understood descriptions of how that looks in a classroom.
We highly recommend this book not only to school leaders, but to current and future teachers as well. This framework for supporting teaching is a valuable tool for use as teacher evaluation and growth. Teacher effectiveness and evaluation is a major concern in the current realm of education. This book can be used as a common language for all stakeholders. The book promotes professional growth that will directly result in positively impacting teaching and learning. It could be used whole or in part. It would make a great companion to Charlotte Danielson’s. “The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School.”
References
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art
and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Develpoment: ASCD.
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. Retrieved from: http://www.sde.ct.gov/sde/lib/sde/pdf/
leadership/common_core_leading.pdf
Powerpoint Information
A Knowledge Base for Teaching
Domain 1. Classroom Strategies and Behaviors
Domain 2. Planning and Preparing
Domain 3. Reflecting on Teaching
Domain 4. Collegiality and Professionalism
Domain 1: Classroom Strategies and Behaviors
1. Routine Segments
· What will I do to establish and communicate learning goals, track student progress, and celebrate success?
· What will I do to establish and maintain classroom routines?
2. Content Segments
· What will I do to help students effectively interact with new knowledge?
· What will I do to help students practice and deepen their understanding of new knowledge?
· What will I do to help students generate and test hypotheses of new knowledge?
3. Segments Enacted on the Spot
· What will I do to engage students?
· What will I do to recognize and acknowledge adherence or lack of adherence to classroom rules and procedures?
· What will I do to establish and maintain effective relationships with students?
· What will I do to communicate high expectations for all?
Domain 2: Planning and Preparing
1. Planning and Preparing for Lessons and Units
· Planning and preparing for effective scaffolding of information within lessons
· Planning and preparing for lessons within a unit that progress toward a deep understanding and transfer of content
· Planning and preparing for appropriate attention to established content standards
2. Planning and Preparing for Use of Materials and Technology
· Planning and preparing for the use of available materials for upcoming units and lessons (manipulatives, videotapes)
· Planning and preparing for the use of available Technologies such as interactive whiteboards, response systems, and computers
3. Planning and Preparing for Special Needs of Students
· Planning and preparing for the needs of English language learners
· Planning and preparing for the needs of special education students
· Planning and preparing for the needs of students who come from environments that offer little support for schooling
Domain 3: Reflecting on Teaching
1. Evaluating Personal Performance
· Identifying specific areas of pedagogical strength and weakness withing domain 1
· Evaluating the effectiveness of individual lessons and units
· Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (socioeconomic, ethnic)
2. Developing and Implementing a Professional Growth Plan
· Developing a written growth and development plan
· Monitoring progress relative to the professional growth plan
Domain 4: Reflecting on Teaching
1. Promoting a Positive Environment
· Promoting positive interactions about colleagues
· Promoting positive interactions with colleagues
2. Promoting Exchange of Ideas and Strategies
· Seeking mentorship for areas of need or interest
· Mentoring other teachers and sharing ideas and strategies
3. Promoting district and School Development
· Adhering to district and school rules and procedures
· Participating in district and school initiatives
Opportunities to Observe and Discuss Expertise
1. Instructional Rounds
· An adaptation and extension of the medical rounds – medical interns observe and discuss evidence for diagnosis
· Primary purpose – teachers making the observations to compare their practices with the classrooms they visit
· Groups – 3 to 5 not counting lead teachers
2. Expert Coaches
· Needed to embed a new teaching skill into a teacher’s “active repertoire”
· Teachers coach one another
· Provide companionship
· Learn to teach the appropriate responses to their students
· Provide one another with ideas and feedback
· Evaluation-free relationship with masterful colleague
3. Expert Videos
· Use of videos as a vehicle for teachers examining their own instructional practices
· Districts should provide video clips of expert performance (Domain 1 Elements)
· Observe teacher behavior that characterize expertise
4. Teacher-Led Professional Development
· Workshops and seminars should be done by teachers (not outsiders)
· Hold instructional workshops on instructional skills for which they have been recognized
· Gallery walks – volunteer teachers exhibit artifacts from their students
5. Virtual Communities
· From PLC in-school to global virtual communities
· Discussion forum
· iObservation – private virtual conference with peer or supervisor
This part of the evaluation plan generates a dialogue between administrator and teacher regarding specific areas of growth and development. The rubric is a great tool to use to be able to agree upon in regards to the delivery of instruction and best practices. The “evaluation processes are designed to promote collaboration and shared ownership for professional growth” (CSDE). The evaluation plan is set up, regardless of the teacher’s experience and success, to help teachers constantly improve and hone their skills in an effort to improve student learning.
_________________________________________________________________________________________________
I teamed with a classmate to review of Marzano's Effective Supervision: Supporting the Art and Science of Teaching. Below you will find that review and presentation that we did for our colleagues.
Book Review: Effective Supervision: Supporting the Art and Science of Teaching
Timothy Fioravanti and Patrick Robitaille
EDL 683 Supervision and Staff Development
Southern Connecticut State University
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Develpoment (ASCD). Cost: $27.95 Number of pages: 183
Effective Supervision: Supporting the Art and Science of Teaching, by Robert Marzano, Tony Frontier, and David Livingston (2011), is a book (and manual), to, “Show school and district-level administrators how to set the priorities and support the practices that will help teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills (back cover).”
In Effective Supervision: Supporting the Art and Science of Teaching, the five conditions that the authors feel need attending to are the following:
- A well-articulated knowledge base for teaching
- Opportunities for teachers to practice specific strategies or behaviors and to receive feedback
- Opportunities for teachers to observe and discuss expertise
- Clear criteria for success and help constructing professional growth and development plans
- Recognition of the different stages of development progressing toward expertise
The authors believe that the main focus should be on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another’s classrooms, and receive feedback on their teaching strategies. They also believe that that constructive dynamics of this approach always keep in sight the aim of enhancing students’ well-being and achievement. As the author’s note, “The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point (back cover).”
The book is divided into easily understood sections. Each chapter provides a wealth of easily understood knowledge as it pertains to teacher supervision and growth. The authors start with a brief history of supervision, outlining the stages of development as it pertains to current practices. The authors continue with a detailed description of the knowledge base that teachers need to be effective. The authors then discuss the importance of focused feedback for the teachers, as well as effective practice derived from that feedback. The authors then discuss the importance of the need for observation and discussion of expert teaching. They feel the need for teachers to have clear criteria to be able to then plan for success. The authors also believe that teachers’ expertise should not only be recognized for reaching a level of professionalism, but for also going above and beyond and becoming a “mentor” or “master” teacher.
According to the Connecticut Common Core of Leader Standards, “Educational leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning” (2009). This book provides a framework for teachers and leaders to ensure that these goals are understood, valued, and attained. As stated earlier, the authors believe, “The ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point (back cover).” This book provides the criterion with easy understood descriptions of how that looks in a classroom.
We highly recommend this book not only to school leaders, but to current and future teachers as well. This framework for supporting teaching is a valuable tool for use as teacher evaluation and growth. Teacher effectiveness and evaluation is a major concern in the current realm of education. This book can be used as a common language for all stakeholders. The book promotes professional growth that will directly result in positively impacting teaching and learning. It could be used whole or in part. It would make a great companion to Charlotte Danielson’s. “The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School.”
References
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art
and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Develpoment: ASCD.
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. Retrieved from: http://www.sde.ct.gov/sde/lib/sde/pdf/
leadership/common_core_leading.pdf
Powerpoint Information
A Knowledge Base for Teaching
Domain 1. Classroom Strategies and Behaviors
Domain 2. Planning and Preparing
Domain 3. Reflecting on Teaching
Domain 4. Collegiality and Professionalism
Domain 1: Classroom Strategies and Behaviors
1. Routine Segments
· What will I do to establish and communicate learning goals, track student progress, and celebrate success?
· What will I do to establish and maintain classroom routines?
2. Content Segments
· What will I do to help students effectively interact with new knowledge?
· What will I do to help students practice and deepen their understanding of new knowledge?
· What will I do to help students generate and test hypotheses of new knowledge?
3. Segments Enacted on the Spot
· What will I do to engage students?
· What will I do to recognize and acknowledge adherence or lack of adherence to classroom rules and procedures?
· What will I do to establish and maintain effective relationships with students?
· What will I do to communicate high expectations for all?
Domain 2: Planning and Preparing
1. Planning and Preparing for Lessons and Units
· Planning and preparing for effective scaffolding of information within lessons
· Planning and preparing for lessons within a unit that progress toward a deep understanding and transfer of content
· Planning and preparing for appropriate attention to established content standards
2. Planning and Preparing for Use of Materials and Technology
· Planning and preparing for the use of available materials for upcoming units and lessons (manipulatives, videotapes)
· Planning and preparing for the use of available Technologies such as interactive whiteboards, response systems, and computers
3. Planning and Preparing for Special Needs of Students
· Planning and preparing for the needs of English language learners
· Planning and preparing for the needs of special education students
· Planning and preparing for the needs of students who come from environments that offer little support for schooling
Domain 3: Reflecting on Teaching
1. Evaluating Personal Performance
· Identifying specific areas of pedagogical strength and weakness withing domain 1
· Evaluating the effectiveness of individual lessons and units
· Evaluating the effectiveness of specific pedagogical strategies and behaviors across different categories of students (socioeconomic, ethnic)
2. Developing and Implementing a Professional Growth Plan
· Developing a written growth and development plan
· Monitoring progress relative to the professional growth plan
Domain 4: Reflecting on Teaching
1. Promoting a Positive Environment
· Promoting positive interactions about colleagues
· Promoting positive interactions with colleagues
2. Promoting Exchange of Ideas and Strategies
· Seeking mentorship for areas of need or interest
· Mentoring other teachers and sharing ideas and strategies
3. Promoting district and School Development
· Adhering to district and school rules and procedures
· Participating in district and school initiatives
Opportunities to Observe and Discuss Expertise
1. Instructional Rounds
· An adaptation and extension of the medical rounds – medical interns observe and discuss evidence for diagnosis
· Primary purpose – teachers making the observations to compare their practices with the classrooms they visit
· Groups – 3 to 5 not counting lead teachers
2. Expert Coaches
· Needed to embed a new teaching skill into a teacher’s “active repertoire”
· Teachers coach one another
· Provide companionship
· Learn to teach the appropriate responses to their students
· Provide one another with ideas and feedback
· Evaluation-free relationship with masterful colleague
3. Expert Videos
· Use of videos as a vehicle for teachers examining their own instructional practices
· Districts should provide video clips of expert performance (Domain 1 Elements)
· Observe teacher behavior that characterize expertise
4. Teacher-Led Professional Development
· Workshops and seminars should be done by teachers (not outsiders)
· Hold instructional workshops on instructional skills for which they have been recognized
· Gallery walks – volunteer teachers exhibit artifacts from their students
5. Virtual Communities
· From PLC in-school to global virtual communities
· Discussion forum
· iObservation – private virtual conference with peer or supervisor