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FROM “SUPER VISION” TO TEACHER'S VISION Mariana Porta Leonardo Castelluccio

From Super Vision to Teacher's Vision

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Page 1: From Super Vision to Teacher's Vision

FROM “SUPER VISION” TO TEACHER'S VISION

Mariana PortaLeonardo Castelluccio

Page 2: From Super Vision to Teacher's Vision

Fact:

Directors and Coordinators need to Directors and Coordinators need to ensure the quality of the teaching ensure the quality of the teaching taking place in their institutions. taking place in their institutions.

Page 3: From Super Vision to Teacher's Vision

The question:

How can that responsibility be assumed How can that responsibility be assumed without falling into vertical models of without falling into vertical models of supervision?supervision?

Page 4: From Super Vision to Teacher's Vision

Facts: Three reasons to implement a different teacher development program:

increasing customer increasing customer demands: QUALITY!demands: QUALITY!

a more a more heterogeneous heterogeneous community of community of teachersteachers

time constraintstime constraints

Page 5: From Super Vision to Teacher's Vision

Goal:a program that implements…

Teacher Participation, 3 more Teacher Participation, 3 more reasons:reasons:a motivational tool to defeat burnout a motivational tool to defeat burnout a strategy to grow professionally a strategy to grow professionally a deeply believed principle of a deeply believed principle of

organizational communication. organizational communication.

Page 6: From Super Vision to Teacher's Vision

A paradigm for participation

empowerment:accountability

structured participation

Page 7: From Super Vision to Teacher's Vision

POSSESSIONSWhat do I have?

POWERWhat can I do?

VALUEHow am I recognized?

3 Parameters to analyze life at work:

Page 8: From Super Vision to Teacher's Vision

having:

a salarya job descriptiona rolea statusbenefitsperksan office or any physical areafurniture and equipmentresourcestimeopportunities

Page 9: From Super Vision to Teacher's Vision

being able to:

controldecidesuperviseaccess informationaccess restricted informationset my own goalsdevelop my projectcreate

Page 10: From Super Vision to Teacher's Vision

being worthy of:

esteemrecognitionvoicerespect

Page 11: From Super Vision to Teacher's Vision

Why is it hard to implement participation?

Lack of awareness: Could it be possible? Would it be beneficial?

Fear: the unknown. What happens if I lose control?

Lack of tools: How do I do it?How do we profit from it?

Page 12: From Super Vision to Teacher's Vision

A three step approach towards participation:

Begin with yourself

Develop tools andExplore

Collect data and reflect

Page 13: From Super Vision to Teacher's Vision

A three -step approach towards A three -step approach towards participation:participation:

1. Begin with 1. Begin with yourself:yourself:

What kind of What kind of manager/teacher manager/teacher are you?are you?

Page 14: From Super Vision to Teacher's Vision

A three- step approach towards A three- step approach towards participation:participation:

2. Create, 2. Create, explore and explore and develop tools develop tools for for participation.participation.

Page 15: From Super Vision to Teacher's Vision

A three -step approach towards A three -step approach towards participation:participation:

3. Reflect and …3. Reflect and … remember the remember the

ripple effect.ripple effect.

Page 16: From Super Vision to Teacher's Vision

TO PRACTICE

FROM THEORY

TOWARDS A NEW KIND OF ACADEMIC MANAGEMENT

Page 17: From Super Vision to Teacher's Vision

COMPONET 1: CROSS VISITS

• visit form

• visit arrangements

• follow-up: collecting feedback

Page 18: From Super Vision to Teacher's Vision

Form:Form:

Focus of obervation: Focus of obervation: – teacher´s choiceteacher´s choice– observer’s choice observer’s choice

PlanningPlanning ManagementManagement T-st. And st-st. InteractionT-st. And st-st. Interaction Institution´s profile: two Institution´s profile: two

perspectivesperspectives Follow upFollow up

Page 19: From Super Vision to Teacher's Vision

A sample of a teacher’s feedback on cross-visiting

“I think of cross visiting as a gain. Doing this will help me gain more ground on grammar

presentation. All in all, I’m really happy to have that opportunity to visit her.”

Page 20: From Super Vision to Teacher's Vision

COMPONENT 2: REFLECTING UPON CAREER STAGES

• Personal

• Director/Coordinator - Teacher

• Whole-staff

Page 21: From Super Vision to Teacher's Vision

You carefully plan your lessons and that planning may take much longer than the teaching session itself.

You feel amazed and surprised by students' expression of love, gratitude and respect for you. You did not expect this.

You are pretty bound to your class plan. You don't improvise, change, or discard your plan at any moment.

You tend to be more concerned about your class plan than about how it will turn into actual on-ground class management.

While teaching, you are often more concerned about your teaching than about students' learning.

You find yourself thinking: This might work pretty well in his/her classroom, but my students are different even if they are in the same level, so it won't work with my students.

You admire certain teachers and you feel you will never get to be that good.

You are often surprised by the emergent. There is always something you haven't considered when planning or there's always a student who asks the unexpected question.

Page 22: From Super Vision to Teacher's Vision

1. You have been able to focus on individual students and individual problem situations and seek a solution. You find yourself thinking “How can I help a particular student who ...”?

2. Your class usually runs smoothly most of the times.3. You enjoy teaching most of the times.4. You have a few management “tricks” that usually

work very effectively and you rely on them. 5. You are more concerned with specific aspects of

your planning in order to approach a particular teaching point, student profile or course challenge than you are about your planning skills in general.

6. You are more concerned with specific aspects of your management such as “What other error correction techniques could I use”

You are rarely surprised by the emergent. You pretty much know what to expect from students and they seldom ask an unexpected question.

You have found yourself seeking help from teachers who have had similar experiences and you've been willing to try out some of those suggestions.

Page 23: From Super Vision to Teacher's Vision

• You are getting tired of doing the same things over and over.

• You ask yourself more questions about new developments in the field.

• You occassionally think you should have chosen a different profession.

• You sometimes wonder. is this what I'm going to do the rest of my life? I don't know if I want to.

• You feel you have been repeating yourself and you find a need for renewal and refreshment.

• You believe there is basically “nothing new under the sun.”

• You have thought of leaving the profession.

Page 24: From Super Vision to Teacher's Vision

• You have come to terms with the profession.

• You have reached a comfortable level of confidence in your own competence.

• You ask yourself deeper and more abstract questions about learning, teaching, education or school management.

• You keep expanding your repertoire of teaching techniques.

• You have found yourself giving guidance, support and suggestions to younger colleagues.

• You feel you are professional who can keep developing and growing.

• You are pretty confident to face most substitutions on the spur of the moment.

Page 25: From Super Vision to Teacher's Vision

1-8 SURVIVAL

9-16 CONSOLIDATION

17-23 RENEWAL

24-30 MATURITYSource: Lilian Katz The Developmental Stages of Teachers

http://ceep.crc.uiuc.edu/pubs/katz-dev-stages.html

Page 26: From Super Vision to Teacher's Vision

Will teachers think reflecting upon career stages is worth doing?

Some of our teachers left their comments about this in our blog

Page 27: From Super Vision to Teacher's Vision
Page 28: From Super Vision to Teacher's Vision
Page 29: From Super Vision to Teacher's Vision

COMPONENT 3COMPONENT 3:: DATA DATA PROCESSING AND DRAWING PROCESSING AND DRAWING CONCLUSIONSCONCLUSIONS Kind of teacher we haveKind of teacher we have

kind of teacher we need

Kind of teacher we want to aim atWhat kind of teacher

do we aim at?

Page 30: From Super Vision to Teacher's Vision

We want We want ACTIVEACTIVE teachers teachersparticipate in their own development process and

in other colleagues’

have a voice in the hiring of new teachers

train novice teachers – especially those at the survival stage

attend academic events

deliver workshops and in-service training

publish in blog, wikies, newsletters, journals

Page 31: From Super Vision to Teacher's Vision

OUR BLOG

Page 32: From Super Vision to Teacher's Vision

DYNAMIC AND DYNAMIC AND PARTICIPATORY PARTICIPATORY

ACADEMIC ACADEMIC MANAGEMENTMANAGEMENT

AUTHORITATIVE AND STATIC MANAGEMENT

Page 33: From Super Vision to Teacher's Vision

As directors and As directors and coordinators we need coordinators we need to:to:

carry out supervision in a way that respects diversity and teacher's needs.

create room for teachers' discovery of their needs.

give teachers a chance to "re-invent themselves” and self direct.

provide teachers with supportive environment

provide enjoyable moments

Page 34: From Super Vision to Teacher's Vision

Preliminary conclusionsPreliminary conclusions

ParticipationParticipation– is a learning processis a learning process– takes timetakes time– means risk takingmeans risk taking– requires empoweringrequires empowering– needs leadershipneeds leadership– must be structuredmust be structured– should become part of the culture of should become part of the culture of

the organization.the organization.