_INDIANA UNIVERSITY OF PENNSYLVANIA - IUP · Web viewHow many close-ended questions did you use? (See Learning Experience II) What was the attitude of the conferee? Why? Who did most

INDIANA UNIVERSITY OF PENNSYLVANIACareer & Technical Education Leadership Development Program

Competency Guide Sheet

Name: Date:

Competency Number: 774

Competency Title: Conduct Helping Conferences with Faculty and Staff Members

Level of Development: Mastery

INTRODUCTION

While it might be very difficult to identify a competency in the entire list comprising career and technical leadership development as assuming a greater importance than all the others, one does seem to stand out. Competency 774, directly or indirectly, greatly influences more than one-third of all the competencies! The philosophy of IUP's career and technical education leadership development program strongly supports creating an atmosphere in schools where all staff members, particularly instructional staff, can become self-actualized or intentional. Experience shows that all instructors need help at one time or another with their curriculum and instructional skills, and that these same instructors are often reluctant to ask for help, especially from the administration.

The career and technical leader who can provide this assistance via good helping conferences, leaving instructors with the feeling that their interests are taken seriously with the help they really need, will enjoy managing a school where high morale exists. All staff members must perceive that the career and technical education leader is offering bona fide help for them to grow professionally. This genuine help is the cornerstone of Competency 774.

A question perceptive educators seem to ask is, "what techniques should be employed by career and technical education supervisors and administrators to inform their staff of behaviors that might be improved?" Should the leaders tell the staff (direct assistance) how to improve their performance, or should they assist the staff (indirect assistance) in determining for themselves what to improve?

Uncertainty surrounding this situation can be overcome by examination of the goal of a good helping conference, i.e., to facilitate maximum growth through processes which free individual potential. A good helping conference is designed around a model of supervision that is interactive rather than directive, democratic rather than authoritarian, teacher-centered rather than supervisor-centered, and helping rather than dominating (Acheson and Gall, 1980).

By assisting staff to develop the skill of self-evaluation to improve performance, the leader, through the helping conference enhances the potential for continued professional growth. This learning guide is designed to help optimize the staff's potential for continued professional growth. Specifically, it is designed to assist you in helping staff explore ways for improving their performance.

GUIDE SHEET STRUCTURE AND USE

This learning guide contains an introduction and six sequential learning experiences. Overviews, which precede each learning experience, contain the objective for that experience and a brief description of what the learning experience involves.

OBJECTIVES

Terminal Objective: While working in an actual leadership situation, conduct helping conference with faculty/staff members. Your performance will be assessed by your resource person using the "Leadership Performance Assessment Form," (Learning Experience VI)

Enabling Objectives

1. After completing the required reading, demonstrate knowledge of the rational for and the procedure followed in conducting helping conferences as prescribed by the clinical supervision. (Learning Experience I)

2. After completing the required reading, demonstrate knowledge of the distinction between direct and indirect styles of supervision. (Learning II)

3. Given a videotaped performance of a career and technical education leader conducting helping conferences, critique the performance of the leader. (Learning Experience III)

4. Given case studies describing the efforts of career and technical education leaders assisting instructors to improve their teaching skills, critique the performance or stated views of the leaders. (Learning Experience IV)

5. Given an example of an instructor's performance (written product) develop a plan for conducting a helping conference based upon your evaluation of the instructor's performance. (Learning Experience V)

PREREQUISITES

To complete this module, you must have competence in evaluating instructor's process and product teaching performances. If you do not have competence in this area, meet with your Resource Person to begin developing, at the mastery level, competency 622, "Evaluate Process and Product Teaching Performances."

RESOURCES

A list of outside resources that supplement those contained within the module follows. Check with your Resource Person to (1) determine the availability and the location of these resources, (2) locate additional resources specific to your situation, and (3) get assistance in setting up activities with peers or observations of skilled career and technical education leaders.

Learning Experience I

Optional

If additional information is needed to complete this competency, please select an Internet site that addresses one of the following topics. Include the link as the final item on your documentation list. Include a copy of page one of the site with your completed compe-tency.

Conducting Helping Conferences Techniques in the Clinical Supervision of Teachers Supervising Career and Technical Education Personnel Helping Conferences in Micro-Supervision

Learning Experience II

Optional

If additional information is needed to complete this competency, please select an Internet site that addresses one of the following topics. Include the link as the final item on your documentation list. Include a copy of page one of the site with your completed competency.

Micro-Counseling Conducting Helping Conferences Techniques in the Clinical Supervision of Teachers

Learning Experience III

Required

REFERENCE: A videotape of a helping conference which you can view for the purpose of critiquing the career and technical education leader's performance. You will also need a videotape recording system.

Optional

A Field Resource Person at IUP's Center for Career and Technical Personnel

Preparation whom you can observe conducting a helping conference.

Learning Experience IV

No outside resources

Learning Experience V

Optional

A Field Resource Person at IUP's Center for Career and Technical Personnel Preparation with whom you can discuss planning and whose plan for conducting a helping conference you can review.

Learning Experience VI

Required

1. An actual leadership situation in which you can conduct helping conferences.

2. Instructors with whom you can conduct helping conferences.3. A resource person to assess your competence in conducting a helping

conference.4. A videotape recording system to record your conference for assessment

purposes.

SELECTED TERMS

Career and Technical Education Leader -- refers to a member of a school's administrative team. A career and technical education leader could be synonymous with a career and technical education director, a career and technical education supervisor, or a career and technical education curriculum specialist. Unless indicated otherwise, the term refers to all three.

Leadership Intern -- refers to the individual enrolled in IUP's Leadership Development Program, pursuing competencies for certification purposes.

Institution -- refers to a secondary (or post-secondary) educational agency. Except where otherwise specified, this generic term is used to refer to secondary high schools, area vocational-technical schools, career and technology centers, and secondary comprehensive career and technical education schools.

Resource Person -- refers to the professional educator directly responsible for guiding and helping you plan and carry out your professional development program. These individuals are IUP's Field Resource Person (FRP) and your in-house School Leadership Resource Person (SLRP). Acting as your official university advisor, reviewer of key competencies, and the third member of your resource team is a Senior Teacher Educator (STE).

Instructor -- refers to either an instructor in a career and technical education school or teacher in a comprehensive school who daily interacts with students. In this learning guide, both instructor and teacher are equally used and are often interchanged since in certain passages "teacher" seems to fit comfortably while in others "instructor" appears to be the expression of choice.

LEARNING EXPERIENCE I

OVERVIEW

Enabling Objective

After completing the required reading, demonstrate knowledge of the rationale for and the procedure followed in conducting helping conferences as prescribed by the clinical supervision model.

Activity

You will be reading the information sheet, "The Helping Conference," pp. 7-39.

Optional Activity

If additional information is needed to complete this competency, please select an Internet site that addresses one of the following topics. Include the link as the final item on your documentation list. Include a copy of page one of the site with your completed competency.


Activity

You will be demonstrating knowledge of the rationale for and the procedure followed in conducting helping conferences by completing the Self Check, pp. 40-42.

Feedback

You will be evaluating your competency by comparing your completed Self Check with the Model Answers, pp. 42-44.

The Helping Conference

Rationale

With an ominous shrinking resource base from which to operate and a continual demand from the public for increased accountability, schools are faced with the challenge of demonstrating improved educational "productivity" via creative administrative management and supervisory techniques. The schools are being put on notice, in effect, to use your resourcefulness and initiatives because the purse strings are being pulled tighter and tighter by the public. In fact, current national political thinking seems to be leaning in the direction of offering subsidies to parents of children attending parochial and private schools to exert pressure on public schools to be more responsive to the needs of the community.

While at the same time as being faced with this challenge, school administrators have been beset with contractual issues with their staffs. Gone are the days when the supervision of teachers is viewed as dominance versus subservience relationship. Teachers are more sophisticated and organized today than to simply bow their heads in submission when issued an administrative fiat. Witness the number of negotiation efforts and strikes nationally dealing with personnel issues. Supervisors and administrators find it difficult--and counterproductive--to issue "commands" unilaterally to their staffs and honestly expect a conscientious effort to obey them! The supervision benchmark today has become participative as opposed to autocratic; e.g., the staff must be given the opportunity to become involved with those pedagogical and management decisions closely affecting their professional careers.

The helping conference is one way of providing this opportunity. By demonstrating a genuine attitude of assistance to individual instructors and a willingness to go that extra mile, supervising staff via the helping conference, the participative style of leadership is exemplified.

Briefly stated, the helping conference is a prearranged, thoroughly planned meeting between an instructor and supervisor for the purpose of moving the instructor toward self-satisfaction and self-actualization; i.e., full professional development. With successful helping conferences, it becomes the responsibility of the supervisor to conduct them in such a way that instructors are placed at ease and both their personal and professional needs are being addressed. Additionally, the effective supervisor must help the instructors gain the confidence needed to eventually accept full responsibility for their personal and professional development. The ideal goal toward which to strive becomes developing a staff of "intentional" instructors.

An examination of the clinical supervision model will provide you with a conceptual framework of the role of helping conferences and this style of supervision.

Clinical Supervision

The process of clinical supervision is not a new concept in educational literature, having been conceived during the late 1950's and early 1960's by Morris Cogan, Robert Goldhammer, and others at the Harvard School of Education. It was designed, and has been somewhat modified over time, to address teachers' general unfavorable reaction to supervision. Most teachers do not like to be supervised; they often are outright hostile to traditional methods of supervision and for the most part do not find it helpful or useful.

The Harvard researchers postulated an optimistic premise; teachers are not hostile to supervision itself, rather to the style of supervision imposed on them. Teachers might react positively to a supervisory style that is more responsive to their concerns and aspirations (Acheson and Gall, 1980). Clinical supervision rests on this premise.

The clinical model is one that is based on close relationships between a supervisor and his/her instructors; it is instructor-centered, democratic and interactive. With the clinical style of supervision, a series of meetings or conferences are jointly planned and executed by both the supervisor and individual instructors. Each meeting is centered entirely on the instructor's needs--either real or imagined--with the purpose of each meeting or conference being specifically to address those needs.

The word "clinical" does not in any way connote illness either physical or mental. It is meant to suggest a face-to-face relationship between a teacher and supervisor focusing on the teacher's behavior in the classroom with prearranged pedagogical needs discussed and remedied in a personal, private, and confidential meeting; i.e., in a "clinical setting."

Briefly, the process is initiated by having a planning conference where the instructor expresses a need, concern, or aspiration. Here the supervisor carefully focuses on these perceptions so that both have a clear picture of what is being communicated. At the same time, the perceptions are put in terms facilitating observation and/or measurement. During the planning session, both jointly explore new techniques and ideas that the instructor might employ to address these perceptions. The planning conference is followed by an observation session to collect some data for later discussion. The data might originate from assessment forms contained in learning modules, notes taken by the supervisor and/or instructor during class/shop activities, observation of a videotape, or the results of survey instruments and questionnaires. Career and technical education supervisors need to provide instructors with indicators of performance, based on direct or indirect observation. Such data will supply these indicators.

The final phase of the clinical supervision model requires the teacher and supervisor to participate in a feedback conference. Here the teacher is provided--without qualification--the data collected. Jointly, the supervisor and instructor review the data and arrive at the instructor recognizing weaknesses and seeking ways to remedy them.

Getting instructors to this stage of intentionally requires a skilled and trained supervisor utilizing specific helping techniques.

As the instructor and supervisor review the data, the feedback conference will end with or transform into another planning conference with instructor and supervisor cooperatively deciding to collect additional data for new techniques or preparing a self-improvement plan. The clinical cycle thus begins again.

It should have become apparent to you by now that the meetings or conferences within the clinical supervision model are the competency you are developing in this learning guide--conduct helping conferences. Up to this point you have been looking at this style of supervision from a wide perspective. Let's step closer and examine the specifics of helping conferences; i.e., planning and feedback conferences.

Planning Helping Conferences

The Planning Conference

Clinical supervision requires that teacher and supervisor attack problems together and rests on the conviction that instruction can be improved by direct feedback to a teacher on aspects of his or her teaching that are of concern to the that teacher (as opposed to items on an evaluation form or items that are pet concerns of the supervisor only) (Reaves, 1976).

The planning conference, then, becomes a very important ingredient for the tone of the remaining helping conferences. The reception given the supervisor on the feedback conference will depend in large part on how well he/she employs a helping and caring attitude during this planning conference.

The initial planning conference may require more time and "drawing out" than subsequent conferences since instructors may be intimidated, uncertain, or suspect of the supervisor's motive. Keeping in mind that most instructors are visited "officially" by the administration at most twice per year (and that visit is for the mandated evaluation which is placed in the personnel file), the supervisor must move carefully and deliberately to establish rapport and display a genuine attitude of help. To facilitate this atmosphere, it is suggested that on first attempts of this style of leadership teachers be used who are cooperative and exhibit a desire to improve. Good helping conferences require practice, and it is only logical that this practice be done with instructors who will help you help them. Once you have proven yourself and the word has spread that you are really interested in the instructors' professional welfare, others should more readily accept your offer of help.

All other things being equal, there are two types of instructors you will be helping: those that are unsure of their needs or are reluctant to expose them; and those that are able to identify their needs and are willing to express them. Once the needs are identified, however, the helping techniques will be similar for both.

The planning conference should take place away from distractions, preferably in the instructor's classroom or shop when students are not there. The least likely place is in the supervisor's office with the instructor across that big barrier--the desk! In the shop or classroom, sit side-by-side and remain as open-minded as possible (indirect and attending behaviors will be discussed in Learning Experience II, page 45). You should be prepared with some opening statement to relieve any tension and establish rapport. Do your best to "research" your conferee to impress them with your interest: review their personnel folder to find children's names, spouse's names, hobbies, colleges/schools attended, credits earned. Search your memory to find an event dealing with the conferee such as the condition of the school, recent legislation, aspects of their classroom or shop, last year's holiday party, or perhaps the closing of school last June. Carefully identify anything that would facilitate a friendly, warm opening remark. Spend only a few minutes on this friendly conversation and get right into the heart of the conference, zeroing in on a specific need and mutually deciding on a course of action to address it.

The following steps to conduct the planning conference, somewhat modified, are taken from Acheson and Gall, (1980):

Step One : Identify the teacher's professional concerns

Right from the outset, following your opening remarks, it is best to inform the instructor why you are there. Come right out and tell him or her that you really want to help them grow professionally and improve their teaching. Something like, "we're meeting today because none of us is so perfect that we don't need help. I want to help you in any way I can--with your teaching skills, curriculum development, professional problems, whatever; but to help you, you must be as honest and open as possible with me."

You might simply ask how he/she might like to improve, but this may not prove to be too effective. It is probably better and more effective to talk them through concerns. The teacher who can express concerns and needs will also be able to express ways of addressing them. Some simple, open-ended question (one requiring a response other than yes or no) will get the instructor to open up, such as "how has your teaching been lately," or "what is your favorite lesson....why" or "if I were to ask you what the research shows are the top three teaching characteristics related to student achievement, what would you say," or "our goal is to help you to be the best possible teacher; are there any aspects of your teaching you would like us to take a look at?" Whatever you choose, remember it is the instructor's concerns not yours. Some may appear silly or trivial, but do not attempt to judge--any attempt to impose your values on the instructor will in all likelihood throw up a formidable barrier. If you do your job properly, subsequent conferences will uncover more and more needs and you can skillfully "lead" the instructor to address only the substantial ones.

Step Two : Translate the teacher's concerns into observable behavior

Most likely, your probing questions will result in needs that are stated somewhat abstractly:

"I'm afraid I'm too tough in class""I want my students to learn""You know, sometimes I feel dull and unenthusiastic with my students""Some of my students belong in a cage!""Well, today for example I asked my students some questions about yesterday's

demonstrations and all I got was stares"

Your task is to translate such comments into more concrete and observable terms:

"Let's look at a hypothetical teacher you believe is not tough in class. What is it you believe he/she does or does not do?"

"Do you know what the characteristics of an enthusiastic teacher are? Let's see if we can list them."

"Can you explain what you mean by reaching problem students?""What type of questions were you asking the class?"

By redirecting or rephrasing the instructor's comments in this way, abstract comments will become concrete providing specific referents for observation and measurement.

Step Three: Identify procedures for improving the teacher's performance

Once you have assisted the teacher in clearly expressing him/herself, you have established a common ground for clear communication. You both know what to look for and are able examine it. Now you need to jointly prepare a strategy to address the need. Let's take a look at two examples.

The first situation might be a new teacher you have discreetly observed to be struggling during her first year. During the planning conference you can expect this new teacher to express concerns in a general manner such as, "where do I stand?" Or "how adequate am I?" After a few minutes of "thinking aloud" with her, you both realize that in her effort to please everybody--her students, administration, and colleagues--she is directing her energy into many areas. She seems to have indicated that her students don't show the same interest in her shop as they did earlier in the year. You recognize a problem to be her lack of enthusiasm in class and suggest, "Let's see if we can list some characteristics of a teacher who has student interest in her shop (i.e., enthusiastic teaching behaviors). We'll write this list on a 3 X 5 index card. You can prop it on your desk and as you teach you can refer to it regularly. Practice these behaviors for a week or two to see if there are any changes in your students' attitude. Then I'll come in to gauge the reaction of your students. By the way, to see yourself as the students see you, video tape one or two segments of your teaching. Spend some time looking and listening to yourself, comparing your behavior to the list on the index

card. If you're like me, you'll be surprised how different you really are! Maybe we can both look at a tape."

The second situation could be an older, more experienced teacher who admits hesitantly that he feels he is the problem with the considerable decrease in enrollment in his shop. He has the feeling that unless he does something soon, he may be "riffed!" "What," he asks, "can be done?" He seems to be open to any suggestion. So as in the example above, you think aloud, skillfully getting him to isolate the problem. It's not long before he has written on a piece of paper six or seven reasons why the students are not enrolling in his shop. Among them include, (a) he relies almost completely on lecturing to his students, and (b) he has no idea how his past graduates are doing or where they are employed.

You could, for example, select the first and ask what other ways there are for "teaching" other than lecture (such as, presentation with PowerPoint, etc.). Or, you could suggest a student follow-up survey for the second as one effort to be more responsive to the needs of his students.

Step Four : Assist the instructor to develop a self-improvement plan

If you present yourself properly and exhibit a helping demeanor, the instructors will be willing to look beyond this first meeting. This is an excellent time to assist them in setting one or two goals to be addressed prior to the next semester, with an additional two or three for the following semester. Long range might be to attend workshops, enroll in college courses, and engage in a comprehensive reading program to help solve a personal/professional need, or volunteer for a faculty committee. It's helpful to assign a start and completion date for each goal on the plan. Whatever form it takes, just preparing even a rudimentary plan will help to focus on needs and their solutions. It also gives you the opportunity to dovetail their goals with the school's goals.

Step Five : Arrange for a class/shop observation

Once the immediate goal(s) has been set, it is easy to decide on a mutual time and date to observe the instructor. It's important that you assist the instructor to select a suitable lesson to compliment the goal, what the objective of the lesson will be, and briefly what you can expect to see. It is also important that the instructor has the say when and what class you will observe since there may be a class or lesson he/she would prefer to remain unobserved.

If teachers know when you will be observing, it gives them the opportunity to be at their best, to focus on the need(s) discussed, and to avoid the anxiety of realizing you will not "pop in" unannounced.

Step Six: Select an observation instrument and/or behaviors to be recorded

The instructor has expressed a need and you have shown you are willing to help in

addressing that need. What does the instructor want you to look at in class (the students, student-teacher interaction, method of teaching?) and how will you be recording the data? You could suggest using a videotape recording so that in case of questions, events/perceptions can be immediately reviewed, or you might actually record the number and kind of questions asked to the students are two examples. Excellent instruments to use that assess a wide variety of teacher performances are the PDE or CTE forms from the Center.

Keep in mind that the instructor will be attempting improvement from his/her perceptions of what happens in the classroom/shop and may coincide with or sharply differ from what actually occurs. An instrument or procedure that collects specific data will provide an objective check on reality and assist in focusing on the behaviors needing attention. Therefore, the data to collect and the instrument or procedure to use becomes an important part of the planning process (see page 18 for additional details).

Step Seven: Clarify the instructional context in which the data will be recorded

Avoiding confusion during the observation and subsequent feedback conference is facilitated by not asking the instructor to look at too many aspects of his/her teaching at one time. Focus on only one, at most two aspects for each clinical cycle. Too many details will only overwhelm your efforts. Remember, also, you simply do not have the time, resources, or energy to assist every teacher with every need! Your ultimate goal is to gradually wean each instructor of your help. In so doing, they will be identifying needs themselves, selecting techniques to help them improve, and self-evaluating their performance; that is, they will intentionally grow professionally.

To clarify the context means to have a clear picture of what to expect when you walk into the classroom/shop or view a videotape recording. Not knowing may affect how you perceive certain actions/activities of the instructor or students. The following questions may explain what this "clarification" process is:

"What is this lesson about that I'll be observing?""What do you expect the student to learn in this lesson?""What strategy will you be using?""Is there anything I should be aware of as you teach this lesson?"

Step Eight : Make a record of agreements

A final detail needing attention is to briefly but completely record the essence of the planning conference. Contact your instructor for a sample Helping Conference Log used both by IUP's career and technical education teacher certification and leadership development programs.

The top section provides a place to record what took place during the planning conference. A very satisfactory procedure to complete this section is to ask the

conferee to write, in four or five sentences, what he/she believes took place. In this way, you are forcing the conferee to summarize and at the same time you will be able to determine just how they perceived the details of the conference.

The middle section is obvious; the bottom section highlights what will happen prior to and during the feedback conference. As above, a satisfactory way to complete this section is to have the conferee write in the objectives established. It may "firm up" his/her mind as to what is expected and agreed to.

Observation and Data Collecting Techniques

Recall that step three directed you to identify procedures for improving instruction and step six directed you to select an instrument. When an instructor expresses a need and you attempt to talk his/her through a possible solution, you may ask yourself, "how will I help him/her with this one," or, "how do I select an instrument?!"

The following is not an exhaustive treatment of observation and data collection techniques, but it should serve to stimulate your creative thinking in applying an innovative solution to a problem.

Perhaps the best device to use in observing events in the classroom/shop is the videotape. The unique advantage of the VCR is that events can be played back time and time again and is very non-selective; i.e., it records whatever it sees! Suppose for example, you and the instructor had agreed to have a look at the kinds and quality of questions asked to students during class. During the observation session you might take notes on the cognitive level of questions, his/her skill in redirecting questions, asking probing questions, and the like (see the following page for a discussion of these skills). Perhaps during all this, your may have observed an excess of multiple questions (asking several questions in a row causing student confusion as which to respond to). Without a video recording during the feedback conference, you could only discuss the events hoping the weakness impresses the instructor. If, however, the instructor can actually see and hear him/herself asking multiple questions, the impact is much greater. Additionally suppose the instructor disbelieved your claim of multiple questions--the proof rests with the video recording, it cannot be denied! Instructors should be encouraged to use regularly VCRs in class. Through the VCR, the instructor can perfect a technique through self-evaluation before submitting it for a conference.

Now let's look at some specific observation and data collection techniques. Acheson and Gall (1980) have categorized them into four distinct groups: (1) selective verbatim, (2) records based on seating charts, (3) wide-lens, and (4) checklists and timeline coding. With some modification, each of the fourteen techniques listed within the four categories can be used to collect data for the feedback conference; however, space does not permit an explanation of all of them. A close examination of four should serve to stimulate further investigation into the remaining techniques. Three--teacher questions, teacher feedback, and enthusiasm--are instructional while the remaining one, curriculum revision, is curricular.

Teacher Questions

Think for a minute how often a question is asked in class. A study of fifty years ago found that teachers asked an unbelievable 400 questions in a single day! Recent research has supported such findings today; one study listed 348 questions asked. Teachers at all levels, from primary grades through college, have been termed "professional question makers" (Aschner, 1961). All this suggests that if a teacher and supervisor can observe only a single aspect of classroom interaction, they might well be advised to focus on the teacher's question-asking behavior (Acheson and Gall, 1980, p. 91). As part of the selective verbatim category, questioning behavior can be observed and analyzed from a variety of perspectives: (a) high(er) versus low level cognitive questions, (b) narrow versus broad, (c) redirection, (d) probing, and (e) multiple questions.

(a) Cognitive Level. Bloom's six levels in the cognitive domain from lowest to highest are knowledge, comprehension, application, analysis, synthesis, and evaluation. Popham and Baker (1972) suggest, for questioning purposes, creating a dichotomy of the six levels from lowest to higher than the lowest. With their dichotomy, any questions at the knowledge level (mere recall or memory) or comprehension level (explaining, inferring, or translating) are considered low level questions. All others are simply higher than the lowest. While questions in neither the high or low dichotomy are uniquely related to achievement, research indicates that both are needed in the questioning repertoire.

(b) Narrow versus Broad. Some questions require an answer drawn from a variety of possibilities with acceptable answers coming from any or all of the possibilities; that is, broad based. Questions like, "describe the operation of a diesel engine," "what is the reason for having four or five styles of letters," or "briefly summarize the message of the video we just saw" are examples of broad-based questions.

Narrow-based, on the other hand requires a very specific, often short answer. For example, "what were the number of cups of milk we added to this batter, John?" and "if we were to measure the resistance across these two points, what would we expect to find?" are very narrow questions requiring specific answers. Instructors often ask a series of narrow, fact questions (and use up valuable shop/class time) when one or two broad questions might have done as well.

(c) Redirection. A way of eliciting a variety of ideas for students to consider and to increase student participation is the cognitive level, with a short pause to permit it to "sink in." The instructor already has a student in mind to answer and calls on him/her. After the student responds, the instructor may clarify the answer and offer suitable praise for the effort, then say something like, "that's one way of looking at the problem, class--how do you see it. . .Alex?"

(d) Probing Questions. If a student seems to struggle with a question or is

“circling the target," the instructor can skillfully offer a series of questions designed to prompt the answer. The guided discovery technique uses a series of probing questions that get more and more specific, leading the student to respond with the answer the instructor wants.

(e) Multiple Questions. Often a teacher concentrates so intently on a point that when he/she attempts to ask a question, it becomes instead a series of questions all requiring different answers. It's as though the teacher's mind wants to reverse itself while simultaneously pursuing the thought from a different perspective. As mentioned above, this weakness in questioning behavior leads to uncertainty of student responses. Multiple questions are a manifestation of teachers "minds working faster than their words" or "thinking out loud."

Imagine a student's uncertainty or frustration when asked all at the same time, "Linda, what is wrong with this letter?. . .does the style fit the content?. . .would you give it to the boss for her signature?" Then the instructor pauses as though expecting one answer to fit all three questions. Which question should she answer? Which will receive approval from the instructor?

The method of collecting data for all of the above skills might be to write down or tabulate the number of times multiple questions were asked, record actual low and high cognitive level questions, record the probing questions, and so forth. It is important to note, however, that observation and analysis of all five methods of questioning will require two or three conference cycles. Obviously, it should not have been agreed upon during the planning session to observe and analyze all five of these areas. Such detail will be too much for one observation session.

The analysis of the data could consist of a discussion like this ". . .at this point you asked Alan a very high order cognitive question; why?" (For some concepts, higher order are more effective than low order questions.) or, "did you feel you were getting anywhere with Alice when you asked her these series of questions? How might you have rephrased them?" or "Let's count the number of questions you asked Tammy at one time. If you were Tammy, which would you answer first?"

If the conferee seems to need additional help with his or her questioning skills, you could refer him/her arrange to have him/her observe a fellow teacher you know possesses good questioning behavior. Then, follow-up with these suggestions at the next planning conference.

Teacher Feedback

In career and technical education, students are constantly learning new skills and need some indication of how correctly or well they are doing. Without such feedback, students may simply acquire bad habits, or worse, develop the skill incorrectly.

Feedback data can be obtained from a variety of perspectives including:

(a) Amount: Simply the frequency of the feedback. Is there any?

(b) Variety: Feedback is often in the form of simply acknowledging students' ideas; however, the repertoire could be expanded to more effectively go beyond mere acknowledgment by,

(1) Modifying the idea(2) Applying the idea to the next step or similar idea(3) Comparing the idea with other ideas(4) Summarizing what was said

(c) Feedback specificity clearly expresses the teacher's pleasure (or displeasure) with a student's words or actions. A common expression of teacher feedback is the trite, "nice work, John." Such an expression does provide reinforcement. However, the seasoned teacher knows that feedback such as: "really good workmanship on this project John, the food mixer seems to work properly, no dirty finger smudges on the casing, and you obviously took your time reassembling it," is much better than "terrific repair job, John." Another bland expression is "uh-huh." It conveys a mixed signal to the student. Does it mean to the student that Mr. Smith accepts my answer but it is not earthshaking, or does it mean he heard what I said but really wants another answer? Consider the clarity of, "OK Sherri, I can understand why you said that, but I think you missed an important point. Let me repeat the question."

As in the questioning behavior data collection and analysis, teacher feedback behavior over a twenty to thirty minute or longer time span could be tabulated or recorded by the observer for discussion during the feedback conference.

The following tally form could expedite the data collection process and free you to more intensely observe.

Instructor: Ruth Heisey

Date: 10/20/05

Subject: Theory Lesson on Hygiene

Time: 10:30 to 11:15 a.m.

Behavior: Teacher Feedback

Frequency

Variety of Feedback Specific Tape Counter

Modify Idea

Apply Idea

Compare Idea

Summarize Idea

Yes No

1. X X 0242. X X 0273. X X 1254. X X 1875. X X 549

FIGURE 1

Assuming this was the extent of the feedback for forty-five minutes, even a cursory examination of the data reveals that feedback occurs infrequently (only five occasions in forty-five minutes), it is non-specific, and there was a long period of time without feedback (note the last two numbers on "Tape Counter"). The sample indicates a videotape was available to facilitate the analysis, and avoided the need to record the actual feedback verbatim. By simple advancing to the number on the counter, the behavior can be seen and heard as it occurred.

The use of a videotaped lesson would greatly expedite the observation and data collection process using this TPAF. The form could be duplicated with one copy given to the instructor and the other to the supervisor. Each could independently analyze the behavior based on the criteria on the TPAF while viewing the videotaped recording, then "compare notes" during the feedback conference. The unique feature of the module is that it contains information sheets, self-check activities, and model answers in case the instructor wants to be better informed on the feedback behavior.

It is important to keep in mind as you view the tape and/or use the variety of instruments to concentrate only on the feedback behaviors. Undoubtedly, you'll spot other behaviors needing attention and, unless they are potentially detrimental to the class they are best left for latter conferences. You will probably be able to guide the instructor to discover these weaknesses him/herself and agree to some action during subsequent planning conferences. Also, remain objective by restricting your data to the instrument selected. Don't inject extraneous data into the observation session. The

lines of communication will be clear and open if your help is based on objective, agreed-upon data.

Teacher Enthusiasm

If, during the planning session, the instructor suggests his/her students appear bored and disinterested, it could be a manifestation of unenthusiastic teacher behavior. Since the results of many studies indicate a positive link between teacher enthusiasm and student achievement, an unenthusiastic teaching demeanor should not be taken lightly. An observation of a number of instructors' teaching performances would in all likelihood yield a wide variety of pedagogical techniques; however, a close examination would indicate considerable variance in the degree of enthusiasm while using these teaching techniques.

Collins (1976) developed a list of observable enthusiasm referents for pre-service elementary teachers. The list was subsequently validated for secondary use by Allen (1979). Eight for each are illustrated on Figure 2, page 21. Note that each trait can be measured somewhat precisely along a continuum from a strong to a very weak presence. Using a continuum as this however, poses a slight problem in that it is difficult to decide at what point one does or does not possess the trait. It is analogous to shading from white through gray to black i.e., where does the gray end and the black begin? Such a problem does highlight the importance of conferring with the instructor to determine what level(s) are acceptable, keeping in mind it is his/her behavior being analyzed not yours.

However, the instrument does provide a means to quantify or measure an elusive, intangible behavior. Each trait can be analyzed separately and if one receives a particularly low score, measures can be taken to improve it. At the same time a composite score can be taken to improve it. At the same time a composite score can indicate the overall degree of enthusiasm. When using the Collins' instrument, the lowest possible score is 8 (a score of one on each trait), the highest being 56 (a score of 7 on each trait).

If in the process of collecting data for any of the above discussions, the instructor prefers or you feel the necessity of observing the class personally (perhaps even in addition to having a videotape), some cautions are in order.

Remember that unless you regularly visit classes/shops, you will be alien and as such your very presence will be somewhat disruptive. With you in there, the students will behave quite differently and the instructor will be very conscious of your presence. You should do everything possible to "blend" into the shop by:

1. avoiding talking to students once the lesson has begun,2. sitting where your presence will be less obvious to the instructor, perhaps behind a student,

3. avoiding making obvious notes (write them when the instructor is not

looking or conceal the notes somehow),4. avoiding telltale facial expressions,5. making no attempt to interrupt the class,6. remaining only long enough to collect sufficient data, and7. avoiding unnecessary shuffling of papers

.FIGURE 2

Degree of Performance

Teacher Enthusiasm

Trait

Low Medium High

(1) (2) (3) (4) (5) (6) (7)Vocal Delivery

Monotone voice, minimum vocal inflections, little variations is speech, drones on and on; poor articulation.

Pleasant variations of pitch, volume, and speed, good articulation.

Great and sudden changes from rapid, excited speech to a whisper. Varied lilting, uplifting intonation. Many changes in tone, and pitch.

Eyes Looked dull or bored, seldom opened eyes wide or raised eyebrows. Frequently avoids eye contact, often maintains a blank stare.

Appeared interested. Some changes to lighting up, shining, opening wide.

Characterized as dancing, snapping, shining, lighting up frequently, opening wide, eyebrows raised. Maintains eye contact while avoiding staring. In keeping with facial expressions; genuine exuberance.

Gestures Seldom moved arms out toward person or object. Never used sweeping movements, kept arms at side or folded across body, appeared rigid.

Often pointed with hand, using total arm. Occasionally used sweeping motion using body, head, arms, hands, and face. Steady pace of gesturing is

Quick and demonstrative movements of body, head, arms, hands, and face; e.g., sweeping motions, clapping hands, head nodding rapidly.

- 22 -CGS-774 Fred

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maintained.Teacher

Enthusiasm Trait

Low Medium High

Body Movement

Seldom moved from one spot, movement mainly from a sitting position to a standing position; sometimes engages in nervous or irritating "pacing."

Moved freely, slowly, and steadily.

Large body movements, swung around, walked rapidly, changed pace. Unpredictable and energetic. Natural body movements.

Facial Expression

Appeared deadpan, did not denote feeling, or frowned most of the time. Little smiling or a one-second lips up-turned. Lips closed.

Agreeable, smiled frequently and longer, plus at regular rate. Looked pleased, happy, or sad if situation called for.

Appeared vibrant, demonstrative, showed surprise, awe, sadness, joy, thoughtfulness, or excitement. Total smile--mouth opened wide, quick and sudden changes in expression.

Word Selection

Mostly nouns, few descriptors or adjectives. Simple or trite expressions.

Some descriptors or adjectives or repetition of the same ones.

Highly descriptive, many adjectives, great variety.

Acceptance of Ideas and Feelings

Little indication of acceptance or encouragement, may ignore students' feelings or ideas.

Accepted ideas and feelings; praised or clarified; some variations in response, but frequently repeated same ones.

Quick and ready to accept, praise, encourage, or clarify; many variations in response. Vigorous nodding of head when agreeing.

Overall Energy Level

Lethargic, appears inactive, dull or sluggish.

Some variations from high to low in appearing energetic, demonstrative, but

Exuberant. Maintained high degree of energy and vitality, highly demonstrative; great and sudden changes in voice

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mostly an even level was maintained.

tone, pitch; eye, head and body and arm movements.

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Monaco

Curriculum Revision

A discussion of curriculum revision techniques is included to indicate that instructional improvement is not the exclusive domain of helping conferences. Quite often, an instructor needs help with his/her curriculum and the philosophy of helping conferences applies to curriculum as well as instruction.

Since curriculum revision, as indicated by competencies on the required list, is hierarchical in nature, the ideal is to begin with 713 and work down to 723 with the instructors. It is beyond the scope of this discussion to detail each competency in the management of curriculum category because other Learning Guides in this series are devoted exclusively for that purpose. As you assist the instructors, perhaps the most suitable and convenient instruments to use are the Leadership Performance Assessment Forms (LPAFs) for each of the competencies. For example, assume during the planning conference an instructor indicated she has a collection of task statements from a variety of sources (V-TECS, MAVCC, MarkED, etc.) but was uncertain what constituted a good task statement or how to write her own. Based upon the LPAF for competency 718, you could prepare a grid (see the Learning Guide for that competency) serving as a check sheet. Then during the feedback conference both you and the instructor can analyze her tasks utilizing the grid.

The same process can be applied with most of the remaining curriculum competencies. With some modifications, each LPAF can be used as an objective measure or point of reference to maximize the effect of your helping conferences dealing with instructional skills, many resources are available for curriculum improvement skills should the instructor desire to explore the theory and research.

The Feedback Conference

Having carefully planned with the instructor the behaviors or activities to be analyzed and having collected data on those behaviors, the final step is to discuss the data during a feedback conference.

The supervisor tries to provide objective observational data, analyze the data cooperatively and reach agreement with the teacher on what is happening. Then teacher and supervisor interpret the data. The supervisor elicits the teacher's reactions to the data (inferences, opinions, feelings) and considers possible causes and consequences. Together, the teacher and supervisor reach decisions about future actions. These may be decisions about alternative teacher strategies, different objectives for students, or modification of the teacher's self-improvement goals. At this juncture, teacher and supervisor may recognize a need for other kinds of information or make plans for the next observation. Often, the feedback conference, for one observation becomes the planning conference for the next. (Acheson and Gall, 1980)

A vital part of the feedback conference is the preparation you must make to ensure its - 25 -

CGS-774 Fred Monaco Ph.D.

success. If you treat the data lightly or offer only superficial comments, your credibility will be lost and future helping conferences will be in jeopardy. First and foremost is the depth of your understanding of the behavior or activity. For example, assume you are going to discuss teacher questioning techniques, you should be prepared by reading about questioning techniques; or if a need was expressed dealing with introducing and summarizing a lesson you should "bone up" by reading about the techniques involved. Nothing is worse than sitting down with someone only to realize they don't know what they are talking about. On the other hand, you can easily impress someone if you know at least know as much as if not more than they do about the subject.

Secondly, if the instructor supplies you with a videotape, the results of a survey, or some product (a set of terminal performance objectives or list of tasks, for example), be sure you carefully review it using the agreed-upon criteria. As you review the material, jot down some notes and/or place on the videotape counter in areas you perceive are particularly good or weak enough to warrant discussion.

Just as master teachers carefully prepare lesson plans to guide them for effective teaching, so too are plans necessary for helping conferences, particularly the feedback conference. Having set the conference objectives during the planning session, the supervisor should prepare a helping conference plan containing at least three parts by selecting and recording appropriate techniques for 1) putting the instructor at ease; i.e., the conference opening, 2) addressing the agreed-upon behaviors and/or activities; i.e., conference body, and 3) setting objectives for the next planning conference; i.e., conference closing. Since all of these three main parts of the conference require the use of specific techniques, each is described below in some detail.

The Opening

The value of the conference will be in the quality of the relationship you establish with the instructor. Every effort must be made to greet the instructor in an informal, relaxed, and accepting manner. This acceptance, when combined with an open invitation to talk and attending behavior skills (two concepts that will be covered in depth in Learning Experience II), seems to help relieve tension and set the tone for the conference. Openings like, "Hi Ann. Come in and sit down. What's been happening since our last conversation?" or "Hi, Ann. I'm glad you could make it. How have you been since we last met?" serve as ice breakers and help to relax the learner. Once the learner is at ease, communicate the objective(s) of the feedback conference as prescribed on the Planning Conference Log.

It should be emphasized that even though your review of the data may result in a long list of behaviors that need to be improved, the feedback conference must focus on only one or two of the most important behaviors. It may be difficult for an instructor to concentrate on more than one or two behaviors at a time, or perhaps anything at all until her or his mind is free of personal concerns.

- 26 -CGS-774 Fred Monaco

Ph.D.

The Body

Transition into the body of the conference is generally a natural, straightforward process which results from having executed a well thought-out helping conference opening. A good transitional statement might be, "Let's take a look at the data we collected." During this part of the conference opportunities need to be provided for the instructor to explore his or her perceptions of the teaching performance. Some helpful suggestions might be to encourage the instructor to:

1. Explain any progress toward the previously set objectives.2. Share problems encountered in attempting to meet the previously set objectives.

3. Determine the degree of progress since the last meeting.4. Describe efforts in developing/practicing agreed upon behaviors.5. Describe how he/she feels about objectives.

The emphasis continues to be on self-evaluation; to encourage the instructor to explore inwardly. It is imperative that a supportive, positive approach is used to encourage the instructor to explore alternative procedures. The role of the supervisor, as a helper in facilitating the process of self-evaluation, cannot be overemphasized.

It is during the body of the conference that the bulk of the feedback occurs. The opening is somewhat brief, while the closing summarizes the meeting and attempts to set objectives for the next feedback conference.

The body of an effective conference has four parts: (a) provide the instructor with objective data, (b) encourage the instructor to express his/her opinions and feelings, (c) encourage alternate methods, objectives, or reasons, (d) provide opportunities for practice and comparison. Let's look briefly at each to provide some background.

(a) Provide Objective Data. If you have done your job correctly during the observational period, you should have this objective data in hand. Such data is non-biased and based upon agreed-upon behaviors. When presenting the instructor with these data, avoid the temptation to draw conclusions based solely on your own conclusions. When looking at the data, you and the instructor jointly analyze (describing what the recorded information shows is happening without making value judgments). interpret (searching for probable causes of observed effects, or possible consequences, or suggested alternatives), and decide the changes to make in future instruction.

(b) Encourage the Expression of Ideas and Feelings. Eliciting the instructor's reactions to the data requires skill and patience. As always, there is the temptation to bias the interpretation of the data with your values; however, get the instructor to "show his/her hand" first.


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An effective series of questions facilitating this is

1. What do you see in the tape or the data that you would repeat if you did this lesson again?

2. What would you change?3. If you were a student in the class, what would you want to change?

All three are non-threatening and thought provoking. If you do not receive an answer to the first, go right to the second. If a response still does not come out, by the third the instructor will begin to open up providing you the opportunity for additional probing questions.

(c) Consider Alternate Approaches. Once a supervisor has analyzed the data, the tendency is to say to an instructor, "Here's what I would do if I were you. . ." The inappropriateness of that comment is manifested by the instructor taking affront in the one extreme and performing (perhaps contrary to what he/she really wants to do) just to please you in the other extreme! When change is desired, one purpose of the feedback conference is to get the instructor to consider several alternatives and choose the most promising.

Here the supervisor can help the instructor avoid two traps: (1) "functional fixedness," proceeding to judge all information on the basis of a single hypothesis (which may be incorrect), and (2) "a working definition of insanity," considering only one solution to a problem and when that doesn't work, doubling and redoubling the efforts with the same unsuccessful approach (Acheson and Gall, 1980).

At this point, you should bear in mind the importance of knowing your conferee. Student teachers and beginning teachers have a very limited repertoire of possible approaches than do more experienced teachers. You should also be aware of the results of several studies dealing with a direct versus an indirect approach. Beginning teachers have different needs than do more experienced teachers, and generally they prefer a more direct approach (see Learning Experiences II for a discussion of the direct vs. indirect approach) Whereas the more experienced teachers seem to prefer the more indirect approach in considering alternatives.

One benefit accruing from systematic observation and teacher-centered conferences should be teachers who, on their own accord, undertake a self-analysis using objective data and thus develop a wider range of alternatives.

Such alternatives might include, but are not limited to,*

observing social/class discrimination noting who contributes and who does not contribute in class and identifying the

reasons why making a teacher movement chart


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identifying ineffective techniques, then videotape a lesson and determine how many of these ineffective teaching techniques were performed

preparing "at task" observational charts using seating charts to plot which students the instructor directs comments,

questions, etc. preparing verbal flowcharts

*See Acheson and Gall for additional details concerning these alternatives.

(d) Provide Opportunities for Practice and Comparison. Some suggestions include:

The supervisor may demonstrate a particular technique or method. An educational specialist may be asked to demonstrate a method or technique. Arrange to have the instructor observe another instructor to compare styles or

strategies or pick up some different techniques. Have the instructor collect some of the data him/herself (this has the added

advantage of freeing time for the supervisor). Arrange for a group of instructors with common needs present and discuss

ideas. Select additional instruments to obtain data from another perspective (i.e., what

do students think, peers, administration?). Incorporate self-analysis activities by the instructor. On his/her own, videotape

or audiotape several segments of classes and analyze them without the supervisor.

The Closing

Summarizing is a means of providing clarification on what has transpired during the conference, and for preparing the instructor for future activity. Whether the helping conference determines that certain component behaviors need continued attention or that criteria have been met and a new teaching skill should be focused upon, the closing or summary is the appropriate place to assist the instructor to determine the tentative objectives to guide performance until the next helping conference. Having reviewed the major points of the conference and set objectives with the instructor, the conference can come to a close. Both the supervisor and the instructor should leave the helping conference with a clear understanding of the objectives that will guide personal activity until the next helping conference is held. Figures 3, 4, and 5, pp. 34-38, show examples of helping conference plans.

The closing can easily, and often does, turn into a planning conference for another meeting. Thus the clinical cycle begins all over again: Needs are expressed or identified, objectives are established, instruments are identified, and observations take place.


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As part of the summary, the helping conference log is again completed. The conferee can complete the log by entering his/her own summary of the meeting; the date, time, and place of the feedback conference; and the objectives to be accomplished. The instructor should retain a copy of the log.

Finally, the supervisor should take a few minutes to reflect on the entire conference (conduct a postmortem). Perhaps the choice of questions or the attending behavior techniques did not produce anticipated results. A good hard look at the helping conference will determine if it was conducted as it was designed. Just as with the instructor, self-evaluation by the supervisor assures the potential for continued professional growth.

Since instructors are encouraged to utilize videotapes for self-evaluation it would be wise for the supervisor to "practice what is preached." Simply set up the VCR and analyze your own techniques:

Did you display a genuine helping attitude? How many close-ended questions did you use? (See Learning Experience II) What was the attitude of the conferee? Why? Who did most of the talking? Were you constructively critical? How did you guide the conferee to self-evaluate? What were your strengths? What were weaknesses? What would you change for the next conference?

In summary, then, during the feedback conference,

1. The observer displays the data recorded during the observation. This is done without evaluative comments.

2. The teacher analyzes what was happening during the lesson as evidenced by the data. The supervisor simply helps to clarify what behaviors the recorded data represents.

3. The teacher, with the help of the supervisor, interprets the behaviors of teacher and/or students as represented by the observational data. At this stage the teacher becomes more evaluative since causes and consequences must be discussed as desirable or undesirable.

4. The teacher, with assistance (sometimes guidance) from the supervisor, decides on alternative approaches for the future to emphasize those aspects that were satisfying.

5. The supervisor reinforces the teacher's announced intentions for change when the supervisor agrees with them or helps the teacher modify the intentions if there is some disagreement.

Supervisors are often surprised at how easily these steps can be accomplished. When - 30 -


supplied with adequate information and allowed to act on it, most teachers can analyze, interpret, and decide in a self-directed and constructive manner. When things do not go well in a feedback conference, the difficulties can usually be traced to failure on the part of the supervisor to use an effective clinical supervision technique.


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Conference Category SystemAnalysis Form

Analysis ScalesSupervisor

Teacher

Date

Occurrence

1. Not evident2. Slightly evident3. Moderately evident4. Quite evidentN Not applicable

Effectiveness

1. Not effective2. Slightly effective3. Moderately effective4. Quite effectiveN Not applicable

Categories (Parts A & B Correspond to Occurrence and Effectiveness in the Analysis Scale)

A. Occurrence B. Effectiveness

1. Climate: A. Supervisor makes comments

specifically intended to affect the climate.

B. Supervisor's statements release tension and contribute to productive communication. This includes expressions of support and encouragement, stated in a comfortable, relaxing tone.

2. Target Setting: A. Supervisor designates intended

conference content. B. Supervisor explains the purpose of the

conference, possible outcomes, and items to be included. The teacher is given the opportunity to approve these and suggest others. The resulting agenda is attended to in the conference.

3. Questioning: A. Supervisor employs questions as an

essential means of pursuing conference targets.

B. Supervisor uses a questioning strategy thoughtfully and purposefully to encourage the teacher to reflect,

analyze, and evaluate. Questions which focus, probe, clarify, which transcend the obvious and mundane, are posed.


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Teacher

Date

Occurrence


Effectiveness


4. Commentary: A. Supervisor clarified ideas and provides information and suggestions. B. Supervisor remarks are descriptive

rather than judgmental. Pertinent information is provided incisively. Comments are appropriate and substantive.

5. Praise: A. Supervisor praises and encourages

when opportune. B. Praise is used judiciously and

authentically to commend teacher ideas and performance. Praise is specific in most instances.

6. Nonverbal: A. Communication other than through

voice occurs. B. Supervisor has a pleasant facial

expression, smiles as appropriate. Speech is accompanied by gestures. Non-verbal behavior communicates interest and enthusiasm.

7. Balance: A. Communication occurs in both

directions. B. Supervisor is a patient and attentive

listener. Supervisor elicits ample teacher involvement, usually talks less than the teacher.


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Teacher

Date

Occurrence


Effectiveness


8. Sensitivity: A. Supervisor acts on the teacher's

behalf. B. Supervisor is alert to emotional and

conditional factors, to verbal and non-verbal cues and responds appropriately, often with climate building comments. Supervisor avoids self-serving behavior.

9. Closure: A. Supervisor uses a culminating

technique. B. Supervisor reviews, or causes the

teacher to review, the major outcomes of the conference: understandings, solutions, plans, and especially commitment.

From: Kindsvatter, Richard and Wilen, William W., Educational Leadership, Vol. 38, No. 7, April 1981, p. 529


Ph.D.

SLRP: Robert G. BrownINTERN: James E. BrownFRP: Dr. Edward Allen INSTITUTION: Mercer County

November 11, 1995

Helping Conference Plan Worksheet

Conferee: Everett Falconer

1. Observations or points of discussion:

a. Discuss the steps to take in making a bulletin board.b. Assess the bulletin board prepared for Open House.c. Discuss the variety of uses for a bulletin board.

2. Tentative Objectives:

a. List the steps to follow in preparing a bulletin board.b. Assess the bulletin board prepared for Open House.

3. Introduction:

a. Greet Everett informally and ask how preparation for Open House is going.

b. Discuss the purpose of the conference and how the bulletin board turned out.

4. Body:

a. Have Everett explain the purpose of the bulletin board, "What is the theme?"

b. Have Everett explain how he plans to use the bulletin board in his instructional program.

c. Have Everett suggest improvements that could be made to make the bulletin board more effective.

d. Review the steps to developing and setting-up a bulletin board.e. Review the Bulletin Board Checklist on Page 25 of the Module.

5. Summary:

a. Review the assessment and the discussion.b. Have Everett determine the modules to work on for the

remainder of the semester.


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FIGURE 3

Post MortemHelping Conference Date: November 11, 1995

The conference went according to the plan, and the techniques worked satisfactorily. In discussing item B in body, "how to use the bulletin board in instruction," the questions were not open-ended; however, Everett responded very well. In item D of the body, I interrupted Everett on a couple of occasions, and led him in discussion rather than allowing him to find his own way. The summary was a little clumsy in reviewing what was accomplished but it did bring out the main points. A plan for future activities was established to assist in preparing the next conference plan.

Helping Conference Plan for Karen Strawbridge

Observations:

A. Need for overview (restate objective).B. Need to relate lesson to past experience.C. Need to provide for student involvement.

Tentative Objectives:

A. Having participated in COH and by reworking learning experience #1 in module C-10, Karen will provide an overview of what is expected of each student including the criteria checklist.

B. Having participated in a COH and be reworking learning experience #1 in module C-10, Karen will include a statement referring to past experiences in her lesson plan introduction.

C. Having participated in COH and reworking learning experience #1 in module C-10, Karen will provide for student involvement in her lesson plan introduction.

Introduction:

Put at ease and set goals

Body:

A. What do you think of the introduction you just wrote?B. Do you feel you met the five statements on our lesson plan format?C. Could you show me how you will accomplish each?D. How can you provide an overview?


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E. How can you provide relation to past lesson?F. How can you provide for student involvement?

Summary:

A. Set objectives on COH Log.B. Showed resource material.

Resources:

Lesson Plan FormatLesson Plan


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FIGURE 4

Meeting:

Held a meeting with Stan Parker, Karen's SRP, before and after the COH to inform him and to receive input from him.

Post Mortem:

I identified three tentative objectives for Karen's COH:

A. Need for providing student involvement.

I found she had provided four questions in her introduction to cause student involvement. I did not recognize these as they were in statement form but were acceptable if put in question form.

B. Need for relating to past lesson.

I feel Karen now understands this and will implement it into her introduction.

C. Need for overview and criteria checklist.

Karen had provided a statement in her introduction but had not properly identified the criteria checklist.


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SLRP: Doris EplerINTERN: Rosemarie DunkelbergerFRP: Dr. Edward Allen INSTITUTION: Mercer County

November 11, 1995


Conferee: Nansee Bishop

1. Observations or points of discussion:

a. Progress on Nansee's own "Course of Study" to meet commitment on Needs Assessment.

b. Point out to Nansee that the staff has different needs assessments' profiles and she and her committee must be aware of this at all times when they review the assessments.

c. Remind Nansee when Curriculum Supervisor and Curriculum Committee will be reviewing the individual assessments of the staff.

d. "Use of Visuals" - have Nansee see value of this teaching technique.

e. Does Nansee show sincere concern of work to be done?

2. Tentative Objectives:

a. List of "Action Words" to use in preparation of task analysis.b. Guidelines for Nansee and Committee to use in assessing and

editing staff task analyses.

3. Introduction:

a. Since Nansee is so excitable, have her wait for me for a few moments in the Conference Room so that she may be able to collect her thoughts and be more relaxed.

b. Greet Nansee informally.c. Give Nansee first opportunity to talk.d. Discuss purpose of conference.


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FIGURE 5

Helping Conference Plan Worksheet Page 2

Re: Nansee Bishop - ConfereeNovember 11, 1995

4. Body:

a. Nansee to explain progress since last conference.b. Nansee to explain work completed up to this date and time.c. Problems encountered - what is specific problem with "action

words?" (as stated in her memo)d. Review with Nansee (use PowerPoint slides) the following:

What is Task AnalysisWhat are "Action Words"Criteria to use (in completing Task Analyses)

e. Refer to Curriculum Supervisor's Guidebook on Curriculum.

5. Summary: Closure

a. How Nansee can use action words (she is to explain this).b. Nansee to explain task analysis and guidelines to use in assessing

the tasks analyses of the staff.c. MOST IMPORTANT: - Try to have Nansee "jog" her memory in the

use of the Curriculum Guide Book.d. Set date for review of Nansee's own "Course of Study" needs

assessment commitment.

6. Resource Materials:

a. Curriculum Guide Bookb. Notes from last conference


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FIGURE 6

Name: Dale Thompson Helping Conference Log Date: November 22, 2005

SUMMARY:

1. Jim and I discussed the videotape of my lesson--seems O.K.!2. We discussed ways in which I might make my lesson plan better.3. Jim gave me a sample curriculum framework document and suggested

that by June, I'll have one for my shop!4. Discussed how to write TPOs from task statements--will become

part of CFD!5. Practiced writing TPOs with Jim--Gave me copy of X-2 to read.

NEXT CONFERENCE:

Date: December 2, 2005 Time: 2:45 Place: My Shop

OBJECTIVES TO BE ACCOMPLISHED:1. One third of my tasks will be written as TPOs.2. Discuss the TPO and enabling section of X-2.3. Tape AM shop from 11:00 to lunch for discussion with Jim.

Topic: Introduce a lesson. Will use form in C-10. Don't forgetto self-evaluate!

4. Review CFD sample.5. Talk with Pete concerning how he validated his TPOs with his

advisory committee.


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Optional Activity

If additional information is needed to complete this competency, please select an Internet site that addresses one of the following topics. Include the link as the final item on your documentation list. Include a copy of page one of he site with your completed competency.


Activity

The following items check your comprehension of the material in the information sheet, "The Helping Conference," pp. 7-39. Each of the items requires a short essay-type response. Please respond fully, but briefly, and make sure your respond to all parts of each item.

Self Check

1. Discuss the rationale for conducting helping conferences.

2. Discuss the primary steps used to identify objectives for the planning conference.

3. Step four of the planning conference suggests assisting the instructor to develop a self-improvement plan. Of what value is this step?


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4. Describe the advantages of using a VCR for observation and data collection.

5. Discuss the feedback conference. How does it relate to the planning conference?

6. Of what value is a Helping Conference Plan? Describe the major parts of a Helping Conference Plan.

7. Is it necessary to have separate planning and feedback conferences all the time? Why?


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8. Discuss the post mortem process.

Feedback

Compare your written responses to the Self Check with the Model Answers given below. Your answers need not exactly duplicate the model responses; however, your answers should have covered the same major points.

Model Answers

1. Somewhere in your response, you should have indicated that the supervisor/instructor relationship is built on the premise that the

instructor has a desire to improve as a teacher and the supervisor exhibits a genuine attitude of help.

the helping conference assures the professional staff of their participation in educational events and decisions that affect their careers.

helping conferences provide a means for the staff to express their needs and identify methods to address them.

during the helping conference, the supervisor assists the instructor to self-evaluate.

the process of self-evaluation and self-improvement facilities continued professional growth.

2. The steps employed in identifying objectives for the planning conference include: identify the teacher's professional concerns by asking a series of

questions in a friendly, conversational manner. translate each abstract concern into an observable behavior by redirecting

or rephrasing the instructor's comments. discuss methods the teacher might use to improve his/her teaching

performance. once the strategy designed to improve performance is determined a

personal and professional development plan is established to implement the strategy.

identifying the circumstances (time and/or shop) under which the behavior - 44 -


can be observed. jointly determine the behaviors to be observed, identify an instrument to

objectively measure the behavior and secure a device to record the data. clarify the context to become aware of the condition and nature of both

the shop and students. provide a written record containing a summary of the conference,

objectives to be accomplished for the feedback conference, and date/time/place of next conference.

3. During the first step of the planning conference (and more especially subsequent planning conferences) the instructor will identify personal/professional weaknesses and needs. Without some plan, both long and short range, the attempts to address the needs and weaknesses may be unrelated (where one may serve as a foundation for another), unsound, or counter-productive. The self-improvement plan has the added advantage of coordinating the teacher's needs with the school's objectives and plans.

4. The advantages of the videotape recorder to observe and record teacher and/or student behavior are many-fold. Those you could have listed are:

the recorder is impersonal and non-selective. It records what it sees and hears.

it avoids the necessity of a time consuming and possible disruptive "live" observation.

extraneous behaviors or behaviors not agreed on can be skipped. it provides the instructor with an excellent self-evaluation tool. If the

instructor determines the tape to be unsuitable for analysis, he/she can simply erase and try again.

it reduces disagreements between instructor and supervisor whether or not behaviors were present.

the tape can be saved for later reference and analysis, while live observations are gone forever!

tapes can be viewed repeatedly to uncover subtle voice inflections, actions, events and the like.

tapes facilitate recording data. The pressure of getting specific data "right now" during a live observation is eliminated. Simply back up and view it again!

5. It is during the feedback conference that all the observations and collected data are presented and displayed to the instructor. The instructor analyzes the data, with the supervisor offering points for clarification and encouraging self-evaluation. Based upon the analysis of the data, the instructor with the help of the supervisor interprets the agreed-upon behaviors. With the objective evaluation of the behavior as highlighted by the interpretation, the instructor (assisted by the supervisor) decides on alternative approaches to modify undesirable behavior or strengthen desirable behavior. Finally when the


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alternative approaches are decided, the supervisor reinforces the action of the instructor by an offer and/or indication of help and support.

6. While any master teacher would not enter a classroom/shop without some plan to guide him/her for the most efficient use of time based on the best teaching technique for the topic to be presented, neither would a supervisor attempt to conduct a helping conference without a similar plan. Having met with the teacher during the planning conference and set specific goals for the feedback conference, a well thought-out plan is a must to effectively assist the teacher. The helping conference plan will force the leader to think logically and prepare carefully in an effort to reach the objectives.

Such a plan should contain three sections: an opening with some suitable "small talk" to put the teacher at ease including a statement to smooth the transition into the body. The body of the plan, by its very nature is the biggest, and addresses the objectives, refers to the data, assists the instructor to self-assess, and comes to some conclusion. The body also contains the leader's perceptions of the collected data and states several probing questions. The third part, conference closing, summarizes the conference and reinforces the instructor's strengths and weaknesses, and prepares to begin the cycle all over again.

7. No, it is not necessary to have two separate conferences for each cycle. In fact, it may only be necessary for the very first clinical cycle. If the cycle--planning, data collection/observation and feedback--is carefully organized, together with the "new" planning conference will be a natural part of the closing during the "old" feedback conference. Undoubtedly, the instructor (and the supervisor) will recognize weaknesses that had not surfaced earlier, and will seek additional help.

8. Just as a major emphasis on critical self-evaluation on the instructor's part is manifested during the clinical cycle, so too should the supervisor critically examine his/her performance during helping conferences. Perhaps the most effective method is to videotape a helping conference (either or both planning and feedback) with the focus on the supervisor. The supervisor can then observe both his/her reactions as well as the reactions of the conferee.

It is well worth bearing in mind that the career and technical education leader never really stops learning and should be overtly involved in a program of professional development. By assessing his or her effectiveness at conducting a helping conference, the promise for this professional growth can be assured.

Level of Performance: Your completed self-check should have covered the same major points as the model responses. If you have missed some points or have questions about any additional points you made, review the material in the information sheet, "The Helping Conference," pp. 7-39, or check with your Resource Person.


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LEARNING EXPERIENCE II

OVERVIEW

Enabling Objective:

After completing the required reading demonstrate knowledge of the distinction between direct and indirect styles of supervision:

Activity

You will be reading the information sheet, "Helping Conference Skills," pp. 47-60.

Optional Activity

If additional information is needed to complete this competency, please select an Internet site that addresses the following topic. Include the link as the final item on your documentation list. Include a copy of page one of the site with your completed competency.

Student Teachers’ Preference for Supervisory Approach

Activity

You will be demonstrating knowledge of the distinction between direct and indirect styles of supervision by completing the Self Check, pp. 61-62.

Feedback

You will be evaluating your knowledge by comparing your completed Self Check with the Model Answers, pp. 62-64.

Optional Activity

You may wish to identify a teacher you know who has definite classroom management (student discipline) problems. With that individual in mind, select an appropriate supervisory style and suggest alternatives he/she might employ.

Activity

In a role playing situation, with a peer or a Resource Person, you will be demonstrating open-ended oral questioning techniques and attending behavior skills.


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Feedback

Your performance in using open-ended oral questioning techniques and attending behavior skills will be evaluated by a peer(s) or a Resource Person using the assessment form, pp. 68-69.

Optional Activity

You may wish to record your performance on videotape for evaluation purposes.

Feedback

Using your videotaped performance, you may wish to self-evaluate your performance using the assessment form, pp. 68-69.

Activity

For information discussing the differences between direct and indirect styles of supervision, as well as questioning techniques and attending behavior skills, read the following information sheet.


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Helping Conference Skills

Introduction

Learning Experience I dealt exclusively with the details of the entire clinical supervision cycle from planning to feedback conferences. The discussion contained specific methods of conducting the conferences as well as concrete suggestions on the kinds of data to collect and how the data is interpreted. However, a vital ingredient is missing--the interpersonal skills so necessary to create a favorable climate and to achieve the goals of clinical supervision.

For the past decade or so the literature has made a distinction between direct and indirect approaches to the supervisory process. The supervisor who uses a direct approach influences the teacher by offering opinions or suggestions the supervisor perceives are needed by the teacher. The intent of a direct supervisory approach is to offer the teacher immediate and useful advice for overcoming instructional difficulties. By contrast, the indirect supervisor uses interrogative statements to solicit opinions and to encourage the teacher to make suggestions. This approach depends more on reflecting the teacher's ideas and offering information as the teacher requests it. The intent of the indirect approach is to encourage the teacher to take responsibility for making and evaluating instructional decisions (Copeland, 1982).

Most advocates of clinical supervision traditionally support a very indirect style apparently with little regard for the personal preference or the level of experience of the conferee. In other words, they recommend indirect supervision for all instruction personnel.

However, the results of research studies suggest the contrary. Most notably, Copeland (1982) suggests, "that individual preferences for supervisory behavior are determined, at least in part, by the level of experience and instructional confidence felt by the supervises. Further, these preferences appear to change as the individual gains as a teacher. Beginning teachers, unsure of their abilities to cope with the day-to-day demands of classroom teaching, appear to welcome immediate, concrete solutions to their problems offered in a direct manner by others. As they mature professionally, however, teachers' needs for direct and immediate support might diminish as they grow in confidence and even pride in their ability to pursue solutions themselves. With experience, these teachers appear to welcome assistance in that pursuit but want to take primary responsibility for it themselves. Indirect supervision would appear to more appropriately meet these needs" (p. 36).

Perhaps an important implication could be that one determinant of low staff morale might arise from a mismatch between the actual style of supervision (direct versus indirect) offered by the career and technical education leader and that preferred by the instructors. It would be inadvisable, therefore, to ignore the supervisory style preferred by the staff (whether real or imagined) and resort to indirect supervision entirely. It


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becomes particularly important during helping conferences since a mismatch could defeat an otherwise excellent leadership performance.

Short of administering an instrument identifying preferred supervisor styles (and there are a number available), the best that can be said is to be fairly direct with new teachers and indirect with older more experience teachers, while applying varied degrees of either with teachers in between these extremes.

Let's turn our attention now to a more detailed discussion of these supervisory styles.

Direct and Indirect Styles of Supervision

What follows is an excerpt extracted from Acheson and Gall's work on clinical supervision. While they do present some benchmarks of a direct style, you will soon discover they strongly advocate an indirect style. However, reading the twelve pages will afford you the ability to distinguish between the two. As you read, bear the thought in mind how you, personally as a career and technical education leader, can apply the techniques offered with someone on your staff who is new and someone who is experienced.


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From: Acheson and Gall,Techniques in the Clinical Supervision of TeachersPre-Service and In-Service ApplicationsNew York: Longman, 1980

Direct and Indirect Styles of Supervision

"Take my advice: don't give advice."--Anonymous

The techniques in chapter 4 can be used by any supervisor who has systematically collected observational data to analyze with a teacher. How the data are interpreted and what decisions are reached will depend to a considerable extent on the supervisor's style. Styles of supervision can be described in many ways; we shall use a common distinction: direct versus indirect styles.

Flanders1 differentiates direct teaching styles (i.e., lecturing, directing, criticizing) from indirect styles (i.e., accepting feelings, encouraging, acknowledging, using student ideas). Blumberg2 uses similar categories for supervisor behavior and has gathered some evidence that teachers prefer an indirect style of supervision.

The direct and indirect behaviors a supervisor may employ can be placed on a continuum, though no scale is intended.

Indirect U Direct

SUPERVISOR BEHAVIOR

Another range of possible conference behaviors on the teacher's part can be constructed using the work of Spaulding.3

EscapeWithdrawRespond to internal stimuliRespond to external stimuliSeek helpTransactShareSelf-directAttendControlAnnoyHurtTEACHER BEHAVIORS

The behavior of either conferee can be described with labels used by Shostrom:4


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CHARACTERISTICS OF CONFEREES

These characteristics can be translated into verbs that describe a range of verbal behavior the supervisor or teacher can employ.

Care Guide Appreciate Empathize Respect Express Lead Assert

One can also view the supervisor's actions as aversive (dominate, punishing) or supportive (approving, receptive). Setting limits and setting goals are actions that usually lie between these extremes but can be pushed toward one end or the other.

Approving Receptive Setting Goals Setting Limits Dominating PunishingSupportive Aversive

Although teachers indicate a preference for supervisors who emphasize the supportive, caring style, these are not the only appropriate behaviors for a supervisor. A caring style at times may be indicated by doing something aversive (e.g., when a parent prevents a child from playing on the highway).

This chapter recommends several techniques usually regarded as indirect, but they also can be used by direct supervisors. Indeed they should be so used when persuasive data are shared. The techniques are concerned with listening, acknowledging, clarifying, encouraging, guiding (rather than directing), supporting, and dealing with feelings.

The techniques that follow are especially useful for supervisors who want conferences to be "teacher-centered." Whether a supervisor's essential style is direct or indirect, self-centered or teacher-centered, these techniques can be used to improve the quality of interaction between the conferees.

Listen More, Talk Less (Technique 26)

Many supervisors dominate the conversation. The teacher has little chance to identify goals and objectives, analyze and interpret information, or reach decisions about future actions. Teachers talk to students about two thirds of the time they teach, and supervisors talk about the same proportion to teachers. The exact ratio varies, but too many supervisors do most of the talking. It is difficult to attend to a teacher's concerns in a conference or encourage a teacher's plans for improvement when the supervisor monopolizes the conference. Avoid this tendency when applying the techniques in the remainder of this chapter.

Acknowledge, Paraphrase, and Use What the Teacher Is Saying (Technique 27)


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Supervisors who insert an "I understand" or "I know what you mean" in the course of a teacher's conversation indicate that they are listening. Accurate paraphrases also show that they understand the teacher. Using the teacher's ideas can be even more convincing than merely acknowledging (hearing) or paraphrasing (comprehending) them. Applying an idea to a different situation is but one example; pointing to a logical consequence is another. Paraphrasing can be overdone if too many responses are similar, or if they are inappropriately placed. For example, if a teacher says, "The car was going sixty miles an hour," it doesn't contribute much to respond, "What you are saying is that the automobile was traveling a mile a minute." An effective paraphrase must be a genuine effort to communicate that we understand what the other person is getting at. Using an idea of the teacher's shows that the supervisor heard, understood and is pursuing the thought. Of course, it can be pursued so far that it ceases to be the teacher's idea and becomes the supervisor's. Generally, however, having a person you respect use your idea is rewarding.

Ask Clarifying Questions (Technique 28)

The teacher's statements often need to be probed to clarify the supervisor's understanding and to get the teacher to think carefully about inferences and decisions. "Tell me what you mean by that" or "Can you say a little more about that?" are examples. So are "What would you accept as evidence that is happening?" "Do you know someone who is especially good at that? What does he do?" "Would you give me a specific example?"

In many instances, if we do not clarify, miscommunication is the result. Occasionally someone will say, "You're absolutely right! Moreover,. . ." And then the person proceeds to say the exact opposite of what you thought you said. Of course, that also could be a conscious strategy or a case of not listening at all, but a clarifying question avoids unintentional misunderstandings.

An example of paraphrasing and asking clarifying questions took place in a high school where the principal gave the faculty an administrator appraisal form to fill out anonymously. After analyzing the compiled responses, the principal said in a faculty meeting, "What you seem to be telling me in this survey is that I'm not as accessible as you would like." Several teachers said, almost in unison, "Could you tell us what 'being accessible' would look like?" To which the principal replied: "Well, I'd keep my door open more and welcome 'drop-in chats. And if you stopped me in the hall and asked a question, I'd try to answer it briefly instead of pointing out that I was on my way to a meeting."

Having announced and clarified his intentions in public, he was destined to become "Mr. Accessible" in the next few months. Of course he had some help from wags on the faculty who could not resist asking, "Are you feeling accessible?"


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Several points can be made with this example: (1) the paraphrase translated a statistic into flesh-and-blood behavior, (2) the clarifying question checked the perceptions of the subject and his observers, and (3) the public announcement of a resolution to change virtually ensured success. The same process takes place in the feedback conference. Note that the principal had objective data, analyzed and interpreted the data, made a decision, made use of paraphrasing and clarifying questions, and received verbal support in his resolve to change. These are exactly the steps we should follow in helping teachers improved their teaching.

Give Specific Praise for Teacher Performance and Growth (Technique 29)

To say "That was a nice lesson" is not specific praise. Saying "That was an excellent answer you gave to Billy" or "Removing Fred from the group was an effective way to handle the problem" makes the approval explicit. It is especially important to note positive instances where the teacher has shown growth toward an avowed goal.

There is some possibility that a supervisor will reinforce more than was bargained for. A workshop leader received this comment from a participant on the post-workshop evaluation: "Stopping the tape recording to explain what was happening was really helpful." So the leader stopped the tape about twenty times during the next workshop, until someone sent this note: "Why don't you let the tape play long enough for us to hear what's going on?"

Again, an elderly lady who had never eaten apple pie remarked that when she was a girl, she turned down her first opportunity to do so and gained considerable attention: "Imagine that! Carrie doesn't eat apple pie." The attention was such that in subsequent situations, she felt compelled to continue her refusal, although she confessed, "I always thought I might have liked it."

Yet in our experience, the possibility of too little reinforcement for teachers is much more likely than too much. Teaching often seems a thankless task to those who toil in the schools of our nation. They seldom lack critics, however.

Avoid Giving Direct Advice (Technique 30)

This does not say never give direct advice, just wait a while. Let teachers analyze and interpret. Often the decisions they reach will be very similar to yours. For most teachers, having their ideas for change reinforced by someone they respect is more likely to produce results than having to carry out someone else's idea. On the other hand, there are times when it is better to say what we think rather than let indirectness become manipulative.

Some people are naturally compliant, submissive, and obedient; perhaps they enjoy being told what to do. Nevertheless, our experience with teachers indicates that most of them prefer to feel responsible for their own actions. People who choose teaching


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as a career expect to be in charge of their classes; they expect to make professional decisions about goals, subject matter, materials, methodology, evaluation, and other aspects of the educational process.

The line between "guided discovery" and "manipulation" is a fine one. The supervisor must decide when "Here's the way it looks to me" is preferable to making the teacher feel that guessing games are being played.

Provide Verbal Support (Technique 31)

The emphasis of the supervisor is on helping the teacher identify professional goals relating to classroom performance, then obtaining valid feedback to assist in reaching those goals. It is often difficult for teachers to separate personal goals from professional goals, and it is especially difficult to separate personal problems from professional ones. Many of the problems administrators identify as deterrents to instructional improvement by their teachers have their basis in personal aspects of the teacher's life--for example, apathy, lack of organization, or emotional instability in the classroom.

It would be convenient if we could exclude personal problems from a discussion of techniques to use in conducting conferences, yet they often enter the discussion despite all efforts to stay on a professional level. Most supervisors have had the experience of a teacher crying at some point in a conference. Analyzing behavior is an intensely personal process that often defies a scientific or cold-blooded approach.

Hence, we need ways of dealing with these situations as they arise. It does not seem reasonable for the supervisor to be in tears along with the teacher, yet some expression of sympathy or empathy is in order. If the problems seem to be medical or psychiatric, the course of action is clear: seek help by referring the teacher to an appropriate specialist. Teacher supervisors and school administrators are not competent to make medical diagnoses ("He's an alcoholic" or "She's mentally ill"), and it is definitely not advisable to attempt psychiatric therapy or psychological counseling without the necessary special training and experience. On the other hand, if the problem does not seem to require professional, medical, or psychiatric treatment, a sympathetic listener can often help a person work through a problem.

At the beginning of chapter 4 there is a statement from a university student: "You're the first one around here who has helped me!" This student had sought aid from several advisers in solving a personal problem. One faculty member took the time to listen to the particulars then said, "It seems to me you've identified several possible alternatives. You could take a reduced load and work part-time; and you also need to decide whether to get married nor or wait." With his own alternatives outlined, the student said, "I see not what I need to do. Thank you."


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Client-centered counseling doesn't always work out as quickly or as well, but for a number of reasons it may be an appropriate strategy for supervisory conference with a teacher. The supervisor does not necessarily know more about teaching kindergarten, French, or physics than the teacher; is probably not aware of as many factors in this particular classroom situation as the teacher; does not expect to spend the rest of the term, year, or career in this teacher's classroom; and will probably rely on the teacher to do most of the follow-up on decisions. It is within the domain of the supervisor to consider what the teacher says about personal problems in the light of how they pertain to performance in the classroom.

The level of trust the two people have established is a major variable in how helpful a supervisor can be to a teacher with a personal problem that may be interfering with classroom effectiveness. Several factors influence trust building. We tend to trust those who trust us. We tend to trust those whose competence we respect. One way to build a teacher's confidence in our competence as supervisors is to demonstrate our ability to provide useful feedback and to conduct productive conferences.

In some cases a supervisor needs to take full charge of the dealings with certain teachers: selecting what kinds of data will be collected and then analyzing and interpreting that information, drawing conclusions about which goals are being met and which are not, and deciding what needs to be done in the future. At the other extreme, a supervisor may encourage some teachers to set their own goals, select appropriate information to use in assessing the achievement of those goals, and make decisions about future efforts. As pedagogical strategies, these approaches are either didactic or heuristic. How much structure supervisors provide for a conference will depend on their estimate of what kind of atmosphere will provide maximum potential for the growth of a particular teacher.

We have found that when teachers are given a choice of supervisors, some choose one they know to be quite direct whereas others prefer one who tends to be indirect. Teachers who prefer the direct approach may say "I know where she stands" or "He tells it like it is" or "I'm tired of people 'bouncing everything off the wall.'" Those who like an indirect style may say "I feel more comfortable with Mary; she doesn't act like she has all the answers" or "Fred helps me do my own thinking and treats me like a colleague" or "I've had enough of the 'hard sell' approach."

The classroom observer is often cast in a double role: as a colleague helping to improve instruction and as an evaluator. It is sometimes awkward to deal with these two functions simultaneously. For example, to say "I'll devote the first few visits to helping you improve and save the evaluating until later" does not reassure the teacher, nor can the observer forget what has been seen. With teachers who are doing reasonably well, this need not be a problem: "I'm expecting to write a favorable evaluation anyway, so let's concentrate on some areas you'd like to work on" is one approach. Teachers on the borderline deserve to be informed of this fact, but the conferences can still be positive and productive. Fair dismissal procedures also require


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that teachers be given early notice of deficiencies and assistance in attempting to overcome them.

In a few cases, the teacher may be in an "intensive evaluation" situation. (Some districts encourage such a teacher to have an attorney or teachers' organization representative in attendance at any conference with an evaluator.) Obviously, the tone of the conference will be different in the intensive case. Yet supervisors do not have to turn from Jekyll into Hyde. A skillful parent serves as both counselor and disciplinarian and can do so in a consistent style. Supervisors, too, should be able to fulfill both aspects of their role skillfully.

Dissonance theory provides a rationale for changing teachers' classroom behavior through observational feedback and teacher-centered conferences. The writings of Festinger,5 Heider,6 and others supply powerful insights into the dynamics of what Burns expressed in poetic form as the gift of seeing ourselves as others see us. We each have an externally perceived self and an internally perceived self. We develop discomfort when we become aware of a discrepancy between what we believe to be "the real me" and what "the perceived me" seems to be doing--in the eyes of others or in the information collected through systematic observation. For example, a teacher who believes that teachers should smile a lot feels that he smiles a lot; if he views videotapes of himself that show no smiles, he has dissonance. This dissonance can be reduced in several ways, such as:

1. "The videotape is wrong."2. "It was a bad day, I was nervous."3. "It isn't really that important to smile so often."

In other words, he can (1) deny the information, (2) reduce the importance of the information, or (3) reduce the importance of the behavior. Another possibility is that he can resolve to make the perceived self more like the "real" or ideal self. That requires changing his behavior.

The goal of supervision for the instructional improvement is to get teachers to change their behavior in ways that both they and their supervisors regard as desirable. In some cases only the supervisor (and not the teacher) sees a suggested change as desirable. Now the supervisor experiences dissonance. Among the options for reducing this dissonance are:

1. "You'll do it my way, or I'll send you to Siberia."2. "Let's look at some more data about what is happening."3. "Let's work on something you are concerned about."

In other words, the supervisor may (1) reduce dissonance by forcing compliance from the teacher or (2) and (3) attempt to achieve consonance through increased understanding of what is in the teacher's mind.


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There are times when it is necessary to force teacher compliance to the supervisor's demands--for example, when laws or official school policies are at stake. Most problems that supervisors and teachers work on are not that clear-cut. They concern ways of dealing with students; choosing strategies for teaching certain concepts, skills, or facts; finding alternative ways of managing the many variables in teaching; selecting elements of teaching style that can be modified by the teacher through the use of feedback, practice, and experimentation.

It is unlikely that a teacher can alter a fundamental personality characteristic like dominance, emotional stability, or empathy. Nevertheless, a teacher can learn to use strategies that reduce the tendency to dominate or can develop classroom management techniques that reduce emotional stress. Some outward and visible signs of empathy can be observed, practiced, and incorporated into a teacher repertoire without resorting to psychiatric therapy or profound religious conversion. Most people who choose teaching as a career have basic qualities that are compatible with the requirements of the job; systematic feedback can inform and convince those who do not.

Acknowledge and Use What the Person Is Feeling (Technique 32)

Rogers7 reminds us that when a child attempts to do something difficult and says, "I can't," a typical parental response is, "Of course you can!" The response is intended to be positive, but it denies feelings. It might not hurt to say, "It is difficult, isn't it, but you'll get it."

Researchers have found that feelings are seldom acknowledged verbally in the classroom.8 The occurrence in conferences is less well documented, but we suspect that it is unduly limited. When the goal is to change behavior, affective aspects cannot be ignored. The emotions that can be expressed in a conference range from rage to despair, from exhilaration to depression. Clinical supervisors should not ignore the significant emotional content of what teachers are saying any more than they would ignore important cognitive statements.

One way to respond is to describe what you are observing: "You appear to be quite angry about that" or "This seems to make you anxious." Don't be surprised if the teacher's response is "Oh, no, I'm not really angry" or "Who's anxious? I'm not anxious." We tend to deny feelings, as if it were bad to have them, especially in a teaching situation. A psychologist once remarked, "I always knew when my mother was angry at me because she showed it immediately, and I could take that; but my father would wait to 'have a talk with me later, and that was an agonizing experience." Expressing feelings can be healthy and helpful.

After an especially satisfying performance before a large class of graduate students, the instructor was told by once student, "I enjoyed seeing that you were relishing the


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experience." That is a good observation to share. Telling a teacher "You appeared to be enjoying the responses you were getting" or "I shared your apprehension when Dick volunteered" can have a desirable effect on the tone of the discussion.Counseling

For many years we advised supervisors to avoid taking on a counseling role with teachers. We thought it best for supervisors to spend what time they had helping teachers improve their instructional efforts rather than attempting to work on marital, financial, or psychological problems. We felt that the "amateur psychiatrist" would do more harm than good. In the case of serious problems, we still feel this way, but we have modified our position somewhat.

The more we work with supervisors, the more we recognize that it is impossible for them to separate teachers' instructional problems from their personal problems. What is needed is an approach that avoids the pitfalls of inept amateur therapy yet deals honestly with problems expressed by the teacher that have significant impact on classroom performance.

For example, if a teacher says, "I'm spending so much time fighting with my spouse that I just can't get my lessons prepared," the supervisor might do one of several things:

Threaten to fire the teacher if work does not improve Offer advice on how to improve a marriage Concentrate on ways of handling schoolwork at school Recommend a counselor Provide nondirective counseling

Any of the above might work, depending on the situation and the nature of the individuals involved. An objective approach consistent with other techniques in this chapter might be the following:

Supervisor: "Here are some of the things you've mentioned that would be desirable. Let's indicate them briefly in one column. Here are some things you have identified about the current situation. Let's put them in another column. Now you can add or subtract from either list, but the essential problem is to ask what it takes to get from here to there."

It is conceivable that a conscientious supervisor might perform all the tasks of planning, observing, and giving feedback (as recorded and coded by reliable means) and still not be regarded as helpful by factors or interpersonal dynamics account for the discrep-ancy. The data we have on what teachers want from a supervisor suggest a fairly open and democratic approach for most teachers. Yet we can use open and democratic pro-cedures to communicate content that is quite structured. Discovery--guided discovery--and didactic teaching are examples of procedures that lie along this continuum.


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Rogers,9 who pioneered client-centered counseling in the 1940s, argues for "person-centered" approaches in a wide range of human activities. He contrasts our usual notions of power and control with another view of influence and impact.

Some Notes on Leadership: Two Extremes

Influence and Impact Power and ControlGiving autonomy to persons and groups

Making decisions

Freeing people to "do their thing" Giving ordersExpressing own ideas and feelings as one aspect of the group data

Directing subordinates' behavior

Facilitating learning Keeping own ideas and feelings "close to the vest"

Stimulating independence in thought and action

Exercising authority over people and organization

Accepting the "unacceptable" innovative creations that emerge

Coercing when necessary

Delegating, giving full responsibility

Teaching, instructing, advising

Offering feedback and receiving itEncouraging and relying on self-evaluation

Evaluating others

Finding rewards in the development and achievements of others

Giving rewards; being rewarded by own achievements

For most teachers, influence and impact are needed from supervisors, not power and control.

Open-Ended Questioning Techniques

Whether the instructor comes to the helping conference with a problem or the career and technical education leader has identified a concern, the initial task is to determine how the instructor perceives the situation. Most useful in determining the instructor's perceptions is the technique of providing limited structure through the use of open-ended questions. The benefits of open-ended questions are contrasted with closed questions. For example:

Closed: "Are you satisfied with your lesson summary?""Did the student respond to your question?""If you were to repeat this lesson, would you change anything?""Do you think you used too many multiple questions?"


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Open: "What is your impression with your lesson summary?""What was the reaction of the student when you asked her the question?""If you were to repeat this lesson, what changes would you like to make?""Watch carefully the expression on Andy's face when you are asking him the questions. Why do you think he appears confused?"

It may be observed that open-ended questions provide room for the instructor to express personal thoughts; that is, become introspective without being led into neat little categories imposed by the career and technical education leader. Open-ended questions permit the instructor to explore mentally without the support of the supervisor.

It may also be observed that open-ended questions are suitable for both direct and indirect supervision. Through skillful somewhat thinly veiled questions, the new instructor will soon "discover" the purpose of your questioning. On the other hand, with less obvious questions, it is possible to mask your line of thinking and force an older, more experienced instructor into the satisfied feeling that all the mental manipulations were of his or her own doing!

Crucial to open-ended questions is the concept of who is to lead the conference. Although the supervisor asks questions while using this technique, the questions should center around the concerns of the instructor. The questions and discussions should be designed to help the instructor clarify his/her problems.

Open-ended questions are extremely useful in a number of situations. Following are some examples:

1. They help to begin the conference. (What do you think about the lesson you just taught?)

2. They help the instructor elaborate on a point. (Tell me more about what that. How did you feel when that happened?)

3. They help to elicit examples of specific behavior so that the career and technical education leader is better able to understand what the instructor is describing. (What do you mean when you say. . .?)

Attending Behavior

Nothing can be more frustrating than to be talking to someone knowing they are not listening and have not heard a word you said. In a helping conference, this can be insulting if not demeaning leading quickly to a lack of credibility.

Attending behaviors are verbal or non-verbal behaviors which demonstrate to the instructor the degree to which you are attentive and interested. Good attending behavior communicates to the instructor that she or he is respected as a person and that you are interested in what the instructor has to say. By utilizing attending behavior


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to enhance the instructor's self-respect and to establish a secure atmosphere, the career and technical education leader facilitates free expression of the instructor's concerns.The following are three types of activities which characterize good attending behavior:

1. Assume a physically relaxed and natural position. A comfortable posture will provide for natural movements.

2. Initiate and maintain eye contact with the instructor. Eye contact can be overdone; a varied use of eye contact is most effective.

3. The final characteristic of good attending behavior is to use comments which follow directly from what the instructor is saying. Paying attention means more than just using ears and eyes; it means becoming actively involved mentally with the instructor. Nodding in agreement lets the instructor know he or she is being heard; but do not do so continually. Do not jump from subject to subject or interrupt the instructor. Direct comments and questions to the topics provided by the instructor.

In summary, the goal of the career and technical education leader is to listen attentively and to communicate this attentiveness through a relaxed posture, use of varied eye contact, and use of appropriate verbal responses. Gestures, facial expressions, posture, and eye contact can relate to verbal content or affective experience. The career and technical education leader should be acutely sensitive to using and interpreting nonverbal behavior throughout the helping conference.


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Optional Activity

If additional information is needed to complete this competency, please select an Internet site that addresses the following topic. Include the link as the final item on your documentation list. Include a copy of page one of the site with your completed competency.

Student Teachers Preference for Supervisory Approach

Activity

The following items check your comprehension of the material in the information sheet, "Helping Conference Skills," pp. 47-60. Some items require a short essay-type response. Please respond fully but briefly and be sure to respond to all parts of the item.

Self Check

1. Briefly describe direct and indirect supervisory styles.

2. Generally, under what circumstance would you use direct supervision? Indirect supervision?

3. What might result from a mismatch between the supervisory style presented and that desired by the instructor?


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4. General areas of agreement that should be established between teacher and supervisor are:a. teacher's goal(s) for the year.b. mutual concerns.c. common rationale.d. teaching strategies to be considered.e. All of the above are correct.

5. Which of the following assumptions about teachers are NOT compatible with the philosophy of this module? (Note, more than one response may be correct.) Most teachers have:a. reasonable goals.b. access to alternate strategies. c. little need for improvement.d. preference for democratic supervision.e. adequate information and perspective on their own.

6. Which of the following is NOT a characteristic of indirect supervision? (Only one is correct.)a. the use of open-ended questions.b. offering useful, practical advice.c. making use of the teacher's ideas.d. offer information as the teacher requests it.e. techniques leading to introspection.

7. A behavior that is either direct or indirect is:a. lecturing.b. giving directions.c. giving praise.d. asking questions.e. criticizing.

Feedback

You can evaluate your comprehension of the above concepts by comparing your re-sponses with the model answers found on pp. 62-64.

Model Answers

1. You should have indicated that:a direct approach

--offers advice on instructional/curricular difficulties--makes strong suggestions--leaves little to infer--exerts a greater control of the situation


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--tends to lead openly the conferee--is somewhat assertive--witnesses more of the conversation/discussion from the supervisor as opposed to the instructor--tends to be supervisor centered

an indirect approach--uses more open-ended questions forcing introspection--uses more of the instructor's ideas--accepts the feelings/opinions of the conferee--usually offers information only when asked--encourages the instructor to take responsibility for making and evaluating decisions--offers a great amount of encouragement and praise--is instructor centered

2. Unless you have definite information regarding the supervisory preferences of the staff, a "rule-of-thumb" guideline, and one that is largely supported by the literature, is to be somewhat more direct with the newer teachers and somewhat more indirect with the older, more experienced staff members.

3. While the response for item two above offers a generalization based on the results of several studies, not all experienced teachers prefer an indirect style. Such a mismatch can be manifested as a low level of morale or perhaps open resistance to the help offered by the career and technical education leader.

However unless attitudes are actually measured, the chances of a serious mismatch are relatively low; and in time specific preferences will become obvious, provided the benchmarks of good helping conferences are conscientiously adhered to.

4. E- Each of the responses is a bona-fide area of agreement at least for the first clinical cycle. Perhaps once one or two cycles have been completed responses A and B may be redundant; however, both long range and short term goals should be established.

5. Responses C and E are not compatible. It would be a rare teacher, indeed, who needs no improvement; and, most are somewhat myopic with both instructional and curricular concerns. Recall the reference to "a working definition of insanity"--considering only one solution to a problem and when it doesn't work, doubling and redoubling efforts toward the same approach.

6. B - Offering advice, while ego boasting to career and technical education leader if accepted, is a very direct supervisory trait.

7. D - Each of the other choices is either very much direct or indirect, while - 65 -


"questions" rests squarely in the center of a continuum.

Optional Activity

Think of a teacher you have known for some time who has a definite problem with classroom management (e.g., student discipline). Would a direct or indirect supervisory style be most appropriate for this teacher? Then (a) list three alternatives this individual might try. Next (b) for each of the three, write a sentence you would use (focusing either on direct or indirect supervision) suggesting these alternatives to the teacher.

Activity

In a role-playing situation with a peer or Resource Person, demonstrate open-ended oral questioning techniques and attending behavior skills.

Have a peer or Resource Person role-play a teacher who is having difficulty in executing a particular teaching skill. The role-playing situation should be structured around one of the following situations. (Select one)

1. A teacher who is having difficulty sharing objectives with the students during the lesson introduction. The teacher has been stating objectives verbatim.

2. A teacher who is having difficulty using higher order questioning techniques. The teacher most frequently uses questions that elicit facts from the students.

3. A teacher who does not see the need for in-depth lesson planning.

You should assume the role of the career and technical education leader for this activity, and conduct a planning conference. Select another peer(s) or Resource Person(s) to assess your performance. Provide each peer or Resource Person with a copy of the assessment form, p. 65.

Feedback

Your performance in using open-ended questioning techniques and attending skills will be evaluated by your peer(s) or a Resource Person using the assessment form, p. 65.

Optional Activity

You may wish to record your performance on videotape for evaluation purposes.

Feedback

Using your videotaped performance, you may wish to self-evaluate your performance - 66 -


using the assessment form, pp. 65.


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RESOURCE PERSON ASSESSMENT FORM

Helping Conference Skills

Directions: Place an "X" in the No, Partial, or Full box to indicate that each of the following performance components was not accomplished, partially accomplished, or fully accomplished. If, because of special circumstances a performance component was not applicable, or impossible to execute, place an "X" in the N/A box.

LEVEL OF PERFORMANCEDuring the role-playing situation the Resource Person:

N/A NO PARTIAL FULL

1. Provided an open invitation to talk, which included:

(a) using questions that elicited more than a yes/no answer

(b) using questions that required the learner to explore a particular behavior

(c) using questions that centered around the learner's concerns

(d) using questions that enabled the learner to clarify her or his problem

2. Using attending behavior skills, including:

(a) sitting physically relaxed in a natural posture

(b) initiating and maintaining eye contact (varied use)

(c) using comments which followed directly from what the learner was saying

(d) using gestures that were natural(e) listening to the learner's concerns

(refrained from intellectualizing)(f) focusing on the identified topic (refrained

from jumping from subject to subject)(g) providing the learner with the opportunity

to freely express himself or herself (refrain from interrupting the learner)

LEVEL OF PERFORMANCE: All items must receive FULL or N/A responses. If any intern receives a NO, or PARTIAL response, review the material in the information sheet, Helping Conference Skills, pp. 47-60 and check with your Resource Person.


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LEARNING EXPERIENCE III

OVERVIEW

Enabling Objective:

Given a videotaped performance of a Resource Person conducting a helping confer-ence, critique the performance of the Resource Person.

Activity

You and your Resource Person will be viewing a videotape of a Resource Person conducting a helping conference, and will be critiquing the performance of the Resource Person, using the Resource Person Assessment Form, pp. 68-69.

Optional Activity

If you are completing this module as a School Leadership Resource Person (SLRP), you may wish to visit the teacher education institution and observe Field Resource Persons performing this skill during in-service training.

Feedback

You will be evaluating your competency in critiquing the videotaped performance of the Resource Person in conducting a helping conference by comparing your completed evaluation form with that of your Resource Person's.

Activity

Arrange through your Resource Person to view a videotape of a Resource Person conducting a helping conference. Your Resource Person may have such videotapes as part of a personal library, or may be able to obtain one from the teacher education institution.

Both you and your Resource Person should view the videotape and individually evaluate the Resource Person's performance, recording your evaluations on separate copies of the Resource Person Assessment Form, p. 65.

Optional Activity

If you are completing this module as an SLRP, you may wish to arrange through your Resource Person to visit the teacher education institution to observe field Resource Persons practicing the skill during in-service staff development. You can record your evaluations on a copy of the Resource Person Assessment Form and compare your results with the Staff Developer or other Field Resource Persons.


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Feedback

After you and your Resource Person have viewed the videotape and completed your evaluation forms, compare your ratings of the helping conference with those made by your Resource Person. Your ratings of the Resource Person's performance should be similar to those given by your Resource Person. Discuss any discrepancies with your Resource Person, and determine what additional activities you need to complete in order to reach competency in any weak areas defined.


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RESOURCE PERSON ASSESSMENT FORM

Directions: Indicate the level of the Resource Person's proficiency in performing each of the following items involved in conducting a helping conference by placing an "X" in the appropriate column under the Level of Performance heading. If, because of special circumstances, a performance component was not applicable, or impossible to execute, place an "X" in the N/A column.

LEVEL OF PERFORMANCEDuring the conference introduction the Resource Person:

N/A NO PARTIAL FULL

1. had all resources available and ready to use

2. greeted and set the learner at ease

3. provided the learner with an open invitation to talk

4. reviewed the objectives set at the last helping conference

5. reviewed the tentative objectives for the helping conference

6. applied attending behavior skills, including:(a) sitting physically relaxed in a natural posture(b) initiating and maintaining eye contact(c) using cues from the learner to direct comments

During the body of the conference, the Resource Person:

N/A NO PARTIAL FULL

7. encouraged the learner to explain his or her progress toward the previously set objectives

8. encouraged the learner to share any problems encountered in attempting to meet the previously set objectives

9. encouraged the learner to determine the degree to which she or he had progressed since he last meeting (self-evaluation)


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LEVEL OF PERFORMANCE10. identified a pattern of teaching

behavior, and brought it to the learner's attention

11. encouraged the learner to explore alternative procedures for improving behavior

12. offered constructive reaction in an empathetic manner

During the conference closure, the Resource Person:

N/A NO PARTIAL FULL

13. encouraged the learner to set objectives to guide his or her activity until the next meeting

14. helped the learner determine the resources needed to meet the objectives set

15. helped the learner procure the resources needed to meet the objectives set

16. reviewed with the learner the major points discussed and the objectives set during the Helping Conference

17. recorded the major points discussed and the objectives set during the Helping Conference

At the conclusion of the Helping Conference, the Resource Person:

N/A NO PARTIAL FULL

18. held a meeting with the other Resource Persons serving the learner, at which time, their helping roles for the future were determined

19. conducted a postmortem of the Helping Conference


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LEARNING EXPERIENCE IV

OVERVIEW

Enabling Objective:

Given case studies describing the efforts of career and technical education leaders assisting instructors to improve their teaching skills, critique the performance or stated views of the leaders.

Activity

You will be reading the Case Situations, pp. 70-73, and critiquing the performances of the career and technical education leaders described.

Feedback

You will be evaluating your competency in critiquing the career and technical education leaders’ performances by comparing your completed critiques with the Model Critiques, pp. 73-75.

Optional Activity

You may wish to interview an experienced leader about his/her experiences in assisting teachers improve their professional skills.

Activity

The following Case Situations described how four career and technical education leaders approached their responsibilities in assisting instructors improve their instructional and curriculum skills. Read each of the situations described and then explain (1) the strengths of the leader's approach, (2) the weaknesses of the leader's approach, and (3) how the leader should have treated his/her responsibilities.

Case Situations

1. Mr. Stephen J. Nadalin was employed as a supervisor for the Middle County AVTS this past July. The governing Board had emphasized a program of staff development to upgrade the professional staff's instructional skills and curricula. Mr. Nadalin was from the "old school" dealing with autocratic leadership and approached this responsibility with something less than enthusiasm. However, to impress the Board, he drew up plans for a staff development program.

First he organized a committee of faculty members; which he chaired to identify an instrument and/or items on a survey to assess the faculty's personal and professional


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needs. Mr. Nadalin convinced the members of the committee of the need for and desirability of a program of professional growth and suggested they "spread the word" that the administration will do everything possible to support the program.

The instrument was secured and administered to the staff. Mr. Nadalin appeared genuine in his offers of help, and all went smoothly.

The staff development committee then tabulated the results. The summary indicated many needs were nearly common with the entire staff, while most were unique to individuals. Those needs that were common to the entire staff became the focus of in-service programs, while the unique individual needs became the responsibility of Mr. Nadalin.

Mr. Nadalin reviewed every survey and on each indicated those needs shared by the entire staff, those needs shared by small groups of staff members, and those needs which only that instructor identified. He then called in several instructors individually and informed them of the plan he had in mind for each and how they were to implement it.

2. Mrs. Margaret Hadden had been the career and technical education supervisor of Stermer Senior High School for five years, and had taught Business Education for ten years prior. Sensing a lack of professional growth among the staff, she decided to read about the clinical supervision techniques discussed at the recent state-wide career and technical education association conference.

Realizing the staff's historical reluctance at any attempt by the administration to "invade their privacy," she eased them into the idea by a few subtle memos and "small--but deliberate--talk" during the lunch hour and in the faculty lounge. Her primary aim was to create an awareness of the need for professional growth and her desire to be of genuine help. After some time, factors indicated she was successful in her efforts, and decided now was a good time to get started on an active program of staff improvement.

After some thought, she decided to begin with Charlie Moretti. He's the Technology Education teacher, having taught for nearly twenty years and had been cooperative in the past. Mrs. Hadden sent Charlie a memo explaining the program in more detail and suggested they meet in Charlie's shop either during his Monday or Thursday's prep period or after school.

During the meeting, Mrs. Hadden was her usual friendly self and obviously impressed Charlie about both the depth of her knowledge concerning staff development and Charlie's personal background (she took the time to "research" Charlie's personnel folder). When she sensed that Charlie was at ease, she got right into the body of the planning conference by focusing on the Technology Education shop. Her approach was a direct one--using very thinly veiled, obvious open-ended questions.


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Mrs. Hadden adhered to a proper planning conference routine by identifying needs, assisting Charlie to express them in concrete, observable terms, planning a course of action for immediate needs and a long-range plan for other needs, and agreed on an instrument to collect data on the behaviors needing attention. Although Charlie identified some needs, he was aware that Mrs. Hadden was "putting words in his mouth!"

When Charlie was filling the Conference Log, Mrs. Hadden noticed a distinct change in Charlie's attitude. Her reaction was that maybe the meeting was too long and Charlie was getting restless.

3. Ruth Crawley, an experienced cosmetology instructor at Wilson County CTC, completed her career and technical education supervisory certificate training last spring. Ed Reppel, the director of Wilson County CTC, wanted to put her training to work and offered her release time each week to work with selected staff in improving their curriculum development and instructional skills. Knowing who would be involved (mostly new, inexperienced instructors) and their eagerness to accept such help, she readily accepted Mr. Keppel's offer. Such an experience, she reasoned, would be not only rewarding, but invaluable for her leadership career.

Ruth's strengths were in her personality--few if any in the school doubted her sincerity or willingness to help. She was very much aware of her responsibilities; and adhering to philosophy of participate leadership, she embraced the clinical supervision style with enthusiasm. However, she was also aware that in order to assist the instructors, she should have more than a cursory knowledge of classroom observation techniques.

Her plan was to search the literature for the latest in classroom observation techniques and acquire at least a conversational ability with most of them. Her plan also included researching in depth two or three techniques she knew would be valuable to the instructors and develop her skill in applying them for a variety of situations. Her long-range goal was to add one more technique to her observation repertory every three months.

When she held her first planning conference and guided the conferee into identifying his needs, the plan developed to improve the instructor's skills was so unique and appropriate that the conferee couldn't hide his enthusiasm to begin. Later that day, Ruth was caught whistling as she left the school!

4. Brian Contrucci had been assisting the staff for nearly one year now in improving their instructional effectiveness. To date, everyone with whom he has worked has accepted his help, but the time has come to approach one instructor who regards any intrusion into his professional growth as an affront.


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At the initial contact, Brian found the individual, Ned Zeigler, very irascible and close-minded; however not wanting to risk insubordination, he reluctantly agreed to cooperate. To make matters worse, Ned's colleagues believe he is "stale," and in need of improvement. Student evaluation data revealed Ned's students have had a declining interest in his class for a number of years and really needs help.

The planning conference went about as expected. Brian really had to work at drawing needs out, but Ned did identify some. The plan to address these needs was sound and involved the use of a videotape. In addition, Ned agreed to administer and instrument to his students surveying their opinion of him as their teacher. However, Ned agreed to the instrument only if no one else would see the results.

To prepare for the feedback conference, Mr. Contrucci "popped in" on Ned's class about ten minutes after it began and without hesitation began taking copious notes. Almost as abruptly, he left the room. Later that day, he prepared a detailed feedback conference plan and sent Mr. Zeigler a memo that they meet tomorrow in Brian's office at 3:30 p.m.

During the feedback conference, Mr. Contrucci insisted on analyzing the student survey results. He also insisted on discussing several behaviors observed in his class (which came as quite a surprise to Ned). It became more and more apparent to Ned that he was being evaluated rather than being assisted toward self-improvement.

When the conference was summarized and a plan was discussed for the next conference, Ned commented sarcastically that his next priority of need was to get some help keeping his desktop neat and his shop windows clean!

Feedback

Compare your completed written critiques of the Case Situations" with the Model Critiques given below. Your responses need not exactly duplicate the model responses; however, you should have covered the same major points.

Model Critiques

1. Mr. Nadalin while less enthusiastic at first, certainly got things in order when he put his mind to it. If he wanted to impress the Board, at least the preliminary steps were in order. First he sought the involvement of the staff through the Staff Development Committee. He also correctly used them as "messengers of good will" for the staff at large. Secondly, the administered instrument was not his, indicating to the staff that it was their needs, not his being identified. Third, he appeared to persuade the staff that he was genuinely interested in their professional welfare. He rightfully used the Committee to tabulate the results and undertake plans for in-service programs. He was also on target by preparing a profile of needs for each instructor.


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At this point, however, Mr. Nadalin began tripping over his successes. His weakness was manifested by his reverting to the old autocratic behavior. The subsequent planning conference was definitely supervisor centered with apparently little input from the instructors. He is running the risk of spoiling all of the good work of his previous efforts and surely not versed in clinical supervision techniques.

To top off an otherwise sound plan, Mr. Nadalin should have used the profiles only as a guide and assisted each instructor in determining priorities among the needs. It is entirely possible that if sufficient interest had been generated up to this point, the instructor would have expressed needs not identified on the instrument. Such needs would not have been taken into account by Mr. Nadalin's autocratic behavior.

2. Mrs. Hadden was obviously an astute leader. She recognized the staff's need for improvement but was also aware of the staff's professional "turf protection" attitude. To prepare as carefully as possible, Mrs. Hadden read about the clinical supervision technique and obviously became knowledgeable about it. It was to her credit that she did not announce to the staff, "I have a great idea!" She gently got them to realize a need exists for staff development and seemed to secure their "unwritten" approval.

Her planning conference techniques were right on target and the future seems bright. Her error however, and it was a big one, was misreading Charlie's attitude when completing the log. An experienced teacher, Charlie apparently preferred a much more indirect approach. Mrs. Hadden's questions should have concealed her intentions and permitted Charlie to discover for himself what his needs were. Knowing they are his needs, he would have undoubtedly have been much more receptive at attempts to address them.

3. As might be expected, Ruth approached her responsibility with great zeal. She was given a vote of confidence from Mr. Keppel and this undoubtedly served as a tremendous boost to her ego. Aware of the weakness of relying on her own personal experience, she undertook an ambitious plan to develop her classroom/shop observational techniques. The fact that she chose awareness for most, but mastery for two or three indicates a professional level of maturity for her capacity.

Her attention to detail apparently paid off since her first conferee was obviously "turned on" to her help. It would be difficult not to imagine how enthusiastic and confident she would be during subsequent conferences--even more so since she will be adding techniques to her supervisory repertory.

4. If Mr. Contrucci "helped" the remainder of the staff as he did with Ned, it is a wonder he lasted the year! Brian's biggest strength was that he seemed to conduct a good planning conference. He did succeed in identifying Ned's needs and should have capitalized on that faint light at the end of the tunnel. From this point, however, it was all uphill.


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It was inappropriate to use a videotape knowing how Ned felt about his professional growth. However, the suggestion to solicit student opinion was good, especially to restrict the results only to Ned--or so it seemed.

Mr. Contrucci is flirting with trouble by conducting observation sessions as he did. At the very least, his credibility is at stake with the rest of the staff. During the feedback conference, no mention was made of the videotape recording--a big mistake since Ned had agreed to prepare one. It also goes without saying that to have insisted on using the results of the student survey was unprofessional and to have injected extraneous behaviors not agreed upon into the conference just added insult to injury.

It is no wonder that Ned was sarcastic. If the impression came across that Ned was being evaluated, then Brian better back way up and start all over again. His helping skills have become very dull indeed.

Level of Performance: Your complete written critique of the Case Studies should have covered the same major points as the model responses. If you missed some points or have questions about any additional points you made, review the material in the information sheets or check with your Resource Person if necessary.


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LEARNING EXPERIENCE V

OVERVIEW

Enabling Objective:

Given an example of instructor's performance (written product), develop a plan for conducting a helping conference based upon your evaluation of the instructor's performance.

Activity

You will be evaluating the partial incumbent worker survey p. 78, and you will be completing the accompanying assessment form, p. 79.

Activity

You will be preparing a plan to conduct a helping conference by completing the Helping Conference Plan Worksheet, p. 80.

Feedback

You will be evaluating your competency in developing a helping conference plan by comparing your completed worksheet with the model worksheet, pp. 81-82.

Activity

Assume you and the heavy equipment machines instructor have been regularly meeting to revise and update the heavy equipment mechanics curriculum. As part of the revision process, you and the instructor have obtained three separate occupational analyses.

The instructor has assessed each occupational analysis and selected the one that contained a suitable organizational hierarchy, tasks that were comprehensive, and most important, one that fit within the scope of his program. Actually, he picked the "best" features from all three to arrive at a list of approximately 174 tasks for possible inclusion in his program.

Next the instructor (with your assistance) reviewed each task statement to ensure it was well written using a twelve-item checklist. Now he must get the list validated to be sure it would constitute a curriculum of essential tasks for each student to enter the workforce.

As part of the incumbent worker survey, it was decided that a sampling of the workers would receive the survey rather than every worker in the school's service area. The


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instructor's next responsibility was to prepare a survey form. You and he have discussed the format of the survey as well as the extent of the information to be solicited. At your last meeting, you both had discussed several criteria to be included in the survey and have decided on those items found in the Validation Checklist, p. 79. You also supplied the instructor with a module to provide him with some background material and information.

Three days later, you found a draft of the partial incumbent worker survey in your mailbox at the school. (The draft is shown on the next page.)

Using the Validation Checklist, p. 79, assess the instructor's efforts at preparing the survey form.


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Heavy Equipment Mechanics Task List

D.O.T. 620.261-022 Heavy Equipment MechanicD.O.T. 620.281-050 Truck MechanicD.O.T. 620.281-058 Tractor MechanicD.O.T. 620.381-014 Mechanic, Endless Track

Mechanic

Supervisor

Other (specify)

TASK NO.TASK NAMENote: R & R means Remove and Replace

Performs Daily

Performs Weekly

Performs Monthly

Performs Yearly

Does not Perform

DUTY A -- Servicing Wheels and Brakes 1 R & R wheels 2 Repack wheel bearings 3 R & R brake shoes 4 R & R wheel cylinders 5 Rebuild wheel cylinder 6 Adjust brakes 7 R & R master cylinder 8 Rebuild master cylinder 9 R & R power brake unit 10 R & R hydraulic lines and hoses 11 Adjust air brakes 12 Inspect/R & R air valves 13 Inspect R & R air valves 14 R & R air compressor 15 Test/replace AC governor 16 Inspect/R & R anti-skid system 17 Inspect/R & R air chambers

VALIDATION CHECKLIST

Directions: Place an "X" in the No, Partial, or Full box to indicate that each of the following criteria was addressed by the instructor as not accomplished, partially accomplished, or fully accomplished. If, because of special circumstances a particular criterion was not applicable or impossible to address, place an "X" in the N/A box.

LEVEL OF PERFORMANCEThe overall survey provided information regarding the identification of those tasks:

N/A NO PARTIAL FULL

1. Performed by entry level workers

2. Performed by a large percentage of workers

3. Performed frequently 4. Critical to job accomplishment 5. Essential in the performance

of other tasks 6. Relatively easy to learn on the

job 7. Performed infrequently 8. Performed by a small

percentage of the job holders 9. Performed without further

instruction 10. Similar to other tasks 11. Best taught in a school setting

Level of Performance: All items must receive FULL or N/A responses. If any item receives a NO or PARTIAL response, the instructor and resource person should meet to determine what activities the instructor needs to complete in order to reach competency in the weak area(s).

Activity

Having evaluated the sample survey submitted by the instructor, develop a helping conference plan to assist the instructor focus on behaviors that need to be improved. Your plan should include all necessary information. You may use the Helping Conference Plan Worksheet below to record your plans.


1. Observations or points for discussion

2. Tentative objective(s)

3. Introduction

4. Body

5. Summary/Closure

6. Resource Materials

7. Possible objectives for next helping conference

8. Post Mortem

Feedback

Compare your completed Helping Conference Plan Worksheet with the Model Worksheet provided below. Your responses need not exactly duplicate the model response; however, your plan should reflect the same major points or line of thought.

Model Worksheet


1. Observations or Points for discussion:A. Could include the company name and number of years employee is on the

jobB. Did the instructor self evaluate using assessment form?

C. Only one "validation item" is identified; e.g. frequency several others should be included

2. Tentative objective:A. Making use of random sampling techniques and considering the cost of

mailing, the instructor will determine how many surveys will be sent out to the incumbent workers. The total cost will not exceed the amount budgeted.

B. After discussing a variety of methods of summarizing the data, the instructor will select a format facilitating both recording the responses by the incumbent worker and the ease of summarizing the data. Both time and cost factors will judge the suitability of the final format.

3. Introduction:A. "I saw you at the Wilton-Heights football game last Saturday. Central-Tech

played a pretty good game, didn't we?"B. "You certainly did a complete job with your incumbent worker survey draft.

You must have put a lot of time in it."

4. Body:A. How do you feel about this draft?B. What were your thoughts after you compared your draft against the

checklist?C. Without any major revisions, what might we add to your draft to get

additional data?D. We're allowed $50 in the budget for postage. How can we get the best

results for our efforts?E. What might make it easy for the incumbent worker to complete the survey?

What difficulties can you see in gathering and summarizing the completed surveys?

5. Summary/Closure:A. Review what additional columns are to be added.

B. Review the stratified random sampling technique.C. Decide on a target date to get surveys in the mail.

6. Resource Materials:A. A table of random numbers from statistics text.B. Sample "mark-sensor" sheet.

7. Possible objective for next conference?A. Begin the discussion of writing performance objectives

8. Post Mortem:(Obviously, this will remain blank until the conference has ended)

LEVEL OF PERFORMANCE: Your completed Helping Conference Plan Worksheet should have contained the same major points or pattern of thought as the Model Worksheet. If you missed some points or have questions about any additional points you made, review the material in the information sheet, "The Helping Conference," pp. 7-39, or check with your Resource Person.

LEARNING EXPERIENCE VI

OVERVIEW

Enabling Objective:

While working in an actual leadership situation, conduct helping conferences with faculty/staff members.

Activity

As you fulfill your leadership duties, assist the faculty/staff to grow professionally by conducting helping conferences following the clinical supervision technique. This will include:

Developing objectives for the planning conference Selecting behaviors/products for observation Selecting an instrument or record behaviors/assessment criteria Observing a lesson and/or evaluating the product Developing a detailed plan for accomplishing these objectives Gathering the necessary resources (VCR, texts, etc.) Conducting the helping conference with the staff member

As you complete the above activity, document your competence (in writing, on video/audio tape, through a log) for assessment purposes. This documentation should include:

1. Your planning conference plans2. Your feedback conference plans3. Your post mortems

4. Copies of instruments or assessment devices used for the observation session

5. Copies of the Helping Conference Logs6. Video tapes of your helping conference skills7. Signed and dated LPAF

Note: Your Resource Person may want you to submit your written helping conference plans for evaluation prior to conducting the conferences.

Feedback

Arrange in advance to have your helping conference videotaped. Your total competency will be assessed by your Resource Person using the Leadership Performance Assessment Form. Based upon the criteria specified in this assessment form, your Resource Person(s) will determine whether you are at the Mastery Level (5) in conducting helping conference.

COMPETENCY #774

LEADERSHIP PERFORMANCE ASSESSMENT FORM

Competency: Conduct Helping Conferences with Faculty and Staff Members

LEVEL OF PERFORMANCE

N/A

Not

A

ttain

ed

Atta

ined

Criteria:In preparing for the helping conference, the leadership intern:1. scheduled a mutually convenient and adequate time2. provided a comfortable physical setting3. had all the necessary materials ready for use (e.g., critique forms, aids, tape recordings)4. prepared a detailed helping conference planIn introducing the helping conference, the leadership intern:5. exhibited behavior designed to relieve tension in the conferee (informal, relaxed, and accepting in manner)6. communicated to the conferee the purpose of the conference7. reported on actions he/she promised in previous conference8. related the objectives of the conference to previous conferences or experiences9. made a smooth transition into the body of the conferenceIn the body of the helping conference, the leadership intern:10. guided the conferee in self-evaluation11. gave the conferee an opportunity to express ideas about his/her own performance12. demonstrated receptivity to conferee's ideas13. identified behaviors needing attention14. substantiated the behavior needing attention with video/audio recording, records, aids, etc.15. offered criticism in a constructive manner16. suggested new ideas without dominating the conferee's thoughts and actions17. suggested only one or two items on which the conferee should concentrate his/her efforts for improvement (e.g., did not confuse the conferee with too many ideas at one time)18. followed a logical sequence of topics in the discussion

LEVEL OF PERFORMANCE

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19. made good use of available time (e.g., kept on topic, wasted no time on extraneous talk)In concluding the helping conference, the leadership intern:20. involved the conferee in reviewing the major points discussed (e.g., to stress important ideas and clarify any misunderstandings)21. gave the conferee an opportunity to determine and express future objectives and reached an agreement on next steps to be taken22. suggested a suitable date, time, and location for the next helping conference23. reinforced desirable behaviors and ended the conference on an encouraging note24. kept a record of agreements reached and made sure that the conferee had a copy of the record

Intern's Initials Date SLRP's Initials Date FRP's Initials Date

Documents

_INDIANA UNIVERSITY OF PENNSYLVANIA - IUP · Web viewHow many close-ended questions did you use? (See Learning Experience II) What was the attitude of the conferee? Why? Who did most