Supervision Strategies

Supervision of instruction must be built on the observer's thorough

understanding and in-depth knowledge of instructional theory, not on a check
list of what should be in a lesson.

Gathering Data

Three main sources of information help identify a teacher's competency on the

four SB 813 criteria. They include: observations, interviews, and documents.

Observations should include walk-throughs conducted on at least a weekly

basis. These brief visits, lasting only a minute or two, provide a quick look at
teacher performance and classroom environmental factors. Walk-throughs are
helpful in identifying ongoing patterns of behavior. An informal observation is
an unannounced visit lasting more than 10 minutes during which the teacher's
behaviors or classroom factors may be observed to document consistent
trends or patterns of behavior. The informal observation can be followed by a
written summary or conference with the teacher.

A formal observation is an announced visit lasting an agreed-upon amount of

time. During the observation, the administrator records what was said by the
teacher and the students. The formal observation also includes a pre- and
post-conference and a written summary. The summary includes a description
of the conference, observation, observer's judgments, and agreements or
directions for changes in teacher behaviors, activities, or classroom
environment. A peer observation is agreed upon by the teacher and peer and
can be used to verify a trend or pattern of behavior perceived by the
evaluator.

Interviews are also a helpful source of obtaining information. They can include
discussions with students to verify perceptions. At times, parents request a
conference to discuss their perceptions. In addition, other members of the
administrative team or classified employees who are assigned to work in the
classroom can be interviewed to provide their perceptions.

The review of various types of documents can be helpful in identifying trends

or behaviors. These include written parent and student letters or complaint
forms. Individual pieces of students' work, folders, or portfolio assessments
which contain a number of samples of students' work also provide helpful
information on their achievement. Documents should include both formative
(ongoing assessment measures) and summative measures (culminating
assessment) including homework, practice exercises completed in class,
examinations, and student projects.

Reviewing student work on district developed criterion-referenced tests is also

helpful. An analysis of the lesson plans in respect to required or
recommended district curriculum requirements or course outlines is also
beneficial.

Teacher Conferencing

Conferences throughout the year provide a means to communicate the

evaluation of the teacher's performance. Decisions shared during the
conference are based upon the data collected through observations, review of
documents, and interviews that relate to the assessment and evaluation of the
teacher's ability to meet the requirements of SB 813 as adopted by the local
district governing board. The conference should provide the teacher with the
means to change unsatisfactory behavior or options for enhancement of
performance. The conference should provide an opportunity to expand the
teacher's knowledge and concepts and reinforce his or her understanding of
the missions of the school. The pre-conference is held before a formal
observation and provides the administrator with the opportunity to obtain as
much information about the upcoming observation as possible.

Post-conferences can be collaborative, guided, or directive in nature. Each

type of conference is planned by the supervising administrator to achieve a
different goal. A collaborative conference is effective when the teacher is able
to identify problem areas, suggest alternatives, develop a plan, and is ready
and willing to grow professionally, needing little support. This conference is
designed to conclude with mutually determined follow-up activities that will
enhance the teacher's capabilities. The conference begins with the teacher
presenting an overview and analysis of the lesson that was observed. The
teacher identifies the strengths and weaknesses of the lesson while the
administrator listens to the teacher's perceptions. The administrator then
verifies the teacher's perceptions and offers his or her own opinions. After this
mutual exchange, possible activities for the next steps are discussed and the
conference concludes with agreement on a final plan.

A guided conference is effective for teachers who have difficulty identifying

problem areas and alternatives to current practices and need support to carry
out the action plan. In addition, the guided conference is effective with a
teacher who has little or no difficulty identifying areas that need improvement
but is unwilling or not committed to making the necessary changes. During a
guided conference it is important that the principal provides prompts to
encourage the teacher's thinking, to allow the teacher freedom to explore
various possibilities, and to enable the teacher to make a commitment.

During the guided conference the teacher is encouraged to describe the

lesson observed. The administrator probes for further information and
possible plans for growth and time frames. The administrator paraphrases his
or her understanding of the teacher's messages and asks for clarification
when necessary. At the culmination of the guided conference the teacher
restates the criteria for action and the time frame.

A directive conference is effective for teachers who cannot identify problem

areas, require a great deal of support, and are unwilling or unable to change.
In conducting the directive conference the administrator identifies the
problems and allows the teacher to provide input. The administrator shares
the details of a plan for support and assistance that is designed to enable the
teacher to meet the desired expectations. Following the conference the
administrator directs and monitors the follow-up activities. It is the
administrator's responsibility to provide support, monitor the time line
activities, and to evaluate the degree of effectiveness resulting from the
assistance.

During each conference it is important to stay on the topic and focus on the
data and documentation regarding the lessons observed. If the data collected
clearly indicate a change must occur to increase student learning, a directive
for change is appropriate. Some administrators find this type of conference
difficult. It is important to avoid compromising statements that provide an
excuse for poor performance like, "I know this is asking a lot since it's your
first year in advanced science," or "You shouldn't be concerned that the
lesson didn't go well, it happens to everyone." When teachers make threats or
caustic statements, the administrator must remember that teachers who use
this strategy are often diverting attention from the task at hand. It is important
to avoid this diversion and remain on task.

At the close of a collaborative, guided, or directive conference there should be

an agreed-upon or directed statement clearly outlining the changes expected
in the undesirable patterns of behavior, and where appropriate, the specific
professional growth activities that will be utilized to achieve the desired
changes. The statement should include the support and assistance,
monitoring process, time lines for skill transfer, observable changes, and
which data will be reviewed. When preparing the statement it is important to
select several changes that will have the greatest effect on students' learning.
Once the focus is established it is important to consider what is reasonable to
achieve in the given time frame. The administrator who will monitor
and conduct the review should consider all data needed to document whether
the desired changes have taken place.

Planning the Conference

In preparation for the conference, the administrator will need to review the
data and identify the strengths and areas of concern. The administrator should
select only one or two behavioral changes and the professional growth activity
or activities that will have the greatest effect on the learning for the largest
number of students. These selected areas will be the focus or objective of the
conference. It will be necessary to identify specific aspects of the data
collected that support the need for growth in these areas. It is helpful to
formulate questions before the conference that will help the teacher focus on
these issues or clarify aspects of the lesson for the administrator. The
administrator should identify possible resources and personnel that could
assist in a follow-up plan prior to the conference. The recommendations
considered should be doable and reasonable based on the teacher's
readiness and the time available. The administrator should select the type of
conference collaborative, guided, or directive) and prepare a conference
outline. A good conference should last 30-40 minutes. Longer sessions
become an ordeal for both the teacher and the administrator. It is the
administrator's responsibility to have his or her thoughts well-organized and to
keep the conference on task so it can be completed in a timely manner.

During the conference the teacher and/or administrator should cite purpose,
strengths, and areas of concern with reference to supporting data. A follow-up
plan with the desired specific outcome, activities, and a summary of decisions
should be developed.

The evaluation conference should be held at the close of the evaluation period
or at the end of the year. The purpose of the conference is to communicate
the teacher's rating based upon the SB 813 performance criteria adopted by
the district and should include any commendations for exemplary
performance. Additionally, the conference should provide an opportunity to
expand the teacher's thinking and develop means to strengthen performance.
The conference provides yet another forum to communicate and clarify the
school's missions, goals, and values. The administrator prepares for the
evaluation conference in much the same manner as other conferences. The
administrator should review all of the data collected to-date, including
conference memoranda and data prepared during the evaluation period. He or
she should determine the teacher's ratings,
commendations, and recommendations, then prepare the evaluation forms. In
addition, the administrator should identify the objectives that will have the
greatest effect on student learning, recommendations for improvement,
methods of improvement and support, and a reasonable time line. The
administrator should select the type of conference (collaborative, guided, or
directive) and formulate questions that help guide the staff to review specific
areas of performance.

The teacher and administrator should develop plans for enhancement or

improvement. Following the conference the administrator should prepare a
legally sound evaluation conference memorandum following the format
suggested in the next section. Summative evaluation written documentation is
required by law and must be delivered in person to the teacher no later than
thirty days prior to the end of the school year.

Memorandum and Letters of Reprimand

In education, a memorandum is often defined as any written material given to

a teacher regarding his or her performance or conduct. There are a wide
variety of administrative correspondence that qualify as memoranda. These
include observation checklists, letters regarding an observation or conference,
and letters summarizing a conference. To insure that the desired results are
achieved it is important that memoranda be legally sound. Memorandum, as
well as letters of reprimand, must be written in a timely manner, should
include a reference date, and state specific facts. These can include the date,
time, place, and names of others who were present and/or witnesses of the
actions of the staff member being evaluated or reprimanded. These actions
should be described in an explicitly factual and objective manner using
sensory facts (what was seen, heard, touched, tasted, or smelled). Subjective
opinions, conclusions, or educational jargon should be avoided. The
consequences of the performance or action on students, teachers, classified
staff, administrators, or the work unit, should be described.

Extenuating or enhancing circumstances surrounding the performance should

also be noted, as well as the teacher's reasons or motives for the action if they
were expressed. The appropriate and related teaching certificates of the staff
member should be referenced as well as related staff development efforts.
Letters which cite unsatisfactory behavior should reference the contract
provision, rules, regulations, students' rights, guidelines, and curriculum
guides that were upheld or violated. Previous oral or written commendations
or reprimands or warnings, including compliments or complaints from students
or parents that are related to the actions described in the memo, should be
noted. Efforts related to this area that have been made in the past to
assist the staff member and the employer's reactions to these efforts (positive
and negative) should be teviewed. The author should state his or her belief
regarding the likelihood of recurrence. If it is a letter of reprimand; it must be
specifically stated. If this is the case, the letter should indicate that the staff
member is being given another opportunity to improve their performance with
the hope they will be successful. The letter should state that if the staff
member does not improve, further disciplinary action will follow, although the
specific action should not be noted. On both the memorandum and letter of
reprimand it must indicate that the staff member has the right to respond. The
letter should be handed, not mailed, to the employee with a copy
forwarded to the personnel office for inclusion in the staff member's personnel
file.

Staff Development

The quality of student learning is directly related to the quality of classroom

instruction. Therefore, one of the most important aspects of instructional
leadership is to provide the necessary climate to promote ongoing
instructional improvement. To accomplish this, the instructional supervisor
must be able to plan and deliver effective staff development programs. The
leadership needs to insure that staff development efforts have the appropriate
financial resources; adequate time set aside to plan, conduct, and implement
the programs; and time for staff to practice the new skills. Further, teachers
need the verbal support and physical attendance at sessions by the
supervisors to verify their commitment. Teachers should be involved in the
identification of their own staff development needs. They must be involved in
the planning and delivery of staff development activities to gain the greatest
acceptance. Collaboration of teachers and supervisors will enhance the staff
development program and lead to improved student learning. Staff
development programs need to be comprehensive and continuous programs
that are carefully designed for personal and organizational growth. The
activities should be founded upon strong theoretical, conceptual, or research
bases. The information must be related to practice with ample opportunities
provided for modeling and coaching. Professional training sessions developed
for teachers must be consistent with adult learning theory. A well-planned and
administered staff development program may be one of the most critical
factors in the improvement of instruction and subsequently in the increase in
student learning.

Conclusion

The supervision of instruction is by design a developmental process with the

main purpose of improving the instructional program, generally and teaching,
specifically. Only when this process is carefully planned and executed can
success be assured.

The supervisory function is best utilized as a continuous process rather than

one that responds only to personnel problems. Administrators with
supervisory responsibility have the opportunity to have tremendous influence
on the school program and help ensure the benefits of a strong program of
instruction for children.

Discussion Questions

1. Make a list of adjectives that describe the characteristics of an effective

school supervisor. Identify any items that would not apply to an administrator.
Why not?

2. What are the five most important skills a supervisor must possess to
improve the quality and diversity of instruction in the school?

3. List questions that could be asked in a pre-observation conference to obtain

a clear idea of what is planned for the lesson you will observe. What questions
could be used in the post-conference to encourage teachers to discuss
portions of the lesson that did not achieve the desired outcomes?

4. Which strategies can supervisors use to help teachers view evaluation as a

way of improving instructional opportunities for students?

Suggested Projects or Activities

1. Interview two teachers to determine what processes and behaviors

displayed by their supervisors are most effective in helping them improve their
teaching. Summarize the interview, describe the differences and similarities in
the two viewpoints. Conclude with your reactions.
2. Interview two practicing school administrators to determine the steps they
use for teacher evaluation and what they look for when conducting a
classroom observation. Summarize the interviews, compare the two
interviews, and react to the findings.

3. Observe a lesson. Submit your notes, or script, from the observation as well
as the objectives you would have selected for a conference with the teacher.

4. Work with a colleague and go through the steps from pre-conference,

observation, to conference; to complete the clinical supervision of a classroom
lesson.

5. Interview at least three teachers to determine their perceptions of the

strengths and weaknesses of inservice and staff development programs.
Summarize and conclude with your reactions and observations.