A Support & Supervision

Model Joanne Hincks

Eileen Paulsen

Sharon Rajabi

TESL Ontario Conference 2010

Background

• Developed in 2002-2003

• Adapted from Teacher Performance Appraisal Manual: Ontario 2002

• Based on feedback from instructors & supervisors through survey

• Field-tested in 03-04

Guiding Principles

• Atmosphere of professional trust

• Mutual respect for individual differences

• Commitment to PD, improvement of instruction, & effective engagement of program sites

• A collaborative and reflective approach:

- Leads to professional growth

- Ensures quality assurance

- Builds credibility & accountability

measures

- Documents issues related to performance

Introduction Why Support & Supervision ?

Purpose• Identify standards of quality instruction

• Ensure effective high quality instruction maintained

• Provide opportunity for reflection, goal setting & self-evaluation

• Create a basis for dialogue concerning program delivery

• Provide a model for assistance for poor performance

What is a Collaborative Model ?

• Supervision for developmental purposes

80% support; 20% supervision

• Focuses on clear program and learner performance goals

• Nurtures best practices from instructors through a process of reflective questioning

• Recognizes contextual variables that influence instructors’ work (Chamberlain, 2000)

• Helps instructors think about previous experiences

• Empowers instructors to articulate their motivations for decision making

Conditions for Achieving Purpose

• Collaborative rather than prescriptive and evaluative

• Role of trust in supervisor-teacher relationship

• Ratio of supervisor talk to teacher talk during post observation conferences

Internal Supportand

Supervision

Components

• Support and Supervision of

•Location

• Classroom Practice

Location Support and Monitoring• Provides support in issues related to

program sites

• Ensures that operations of a location are managed and documented appropriately

• Ensures that student attendance meets established requirements

• Checklist for Program Consultant’s Site Visits reviewed

Staff Support and Supervision

• Provides support in program delivery

• Visits relate to professional growth and classroom performance

• Observation and discussion focuses on items on Program Review Worksheet

• Conducted each year

Performance Appraisal• Conducted regularly--frequency by seniority

• Takes place within 30 days of completion of Program Review Worksheet

• Consists of Performance Appraisal Review Worksheet and Observation Report

• Appraisal can meet, exceed or not meet expectations

• 3 copies-- to instructor, consultant, on file

Does Not Meet Expectations

• Improvement plan within two weeks

• Three months support

• New consultant continues support for two months Observation Report

• Meets expectations process over

Review Process

• Review committee meets

• Instructor placed under review status

• Second round of support (improvement plan, support—3 months then 2 months)

• Observation report

Meets expectations process over

Does not meet expectations process over

External Support and

Supervision

Credibility and accountability of the

program Service provider does not have the

expertise Why re-invent the wheel?

Rationale

First external organization My reaction Initial meeting Reaction of instructors Final satisfaction

History

Responsibility of the service provider

Issues that have an impact on the

classroom

Location Support and Monitoring

Meeting with the service provider

a) Instructor questionnaire

b) Service provider questionnaire

c) Meeting with instructors

External Support and Supervision Process

More flexibility First contract year Plan A components Plan B components Second Contract year Subsequent Contract years

Delivery of the Process

Change of lapse time

PPAIP

Performance Appraisals

Long term supply

PD

Performance Appraisals

Two + Contract years

Instructors’ questionnaire

Service provider questionnaire

Evaluation

Effective process for both TCDSB and

external organizations Support and Supervision Package with

training Contact person – Sharon Rajabi

sharon.rajabi@tcdsb.org

Conclusion

Please feel free to ask any questions about

the Support and Supervision Package.

Q and A

joanne.hincks@tcdsb.org sharon.rajabi@tcdsb.org eileen.paulsen@tcdsb.org

THANK YOU