Curriculum leadership chapter 9 poweroint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition© 2012 SAGE Publications

Chapter 9

Supervising the Curriculum: Teachers and Materials

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition© 2012 SAGE PublicationsGlatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition© 2012 SAGE Publications

Focus must be on the written curriculum, the taught curriculum and the supported curriculum

Real leadership is often the key to developing a successful supervision program.

The role of curriculum leaders is shaping what is taught and tested.

Focus of Supervision


Farrell’s (2005,2006) “Teaching Backwards” Hunter’s (1984) “Knowing, Teaching, and

Supervision” Glickman, Gordon, and Ross-Gordon (2003)

“Supervision and Instructional leadership: A development approach”

Costa & Garmston (2002) “Cognitive Coaching: A Foundation for Renaissance Schools”

Glatthorn (1984) “Differntiated Supervision”

Five Approaches of Curriculum Supervision


No program can be significantly improved without assessment of both:The teacher and Instructional programs

Program Implications


Anticipatory Set Objective/purpose Input Modeling Checking for understanding Guided practice Independent practice

Farrell’s “Backward Model”


Anticipatory SetObjective & Purpose InputModelingGuided Practice Independent Practice

Hunter’s Essential Elements of Good Lesson Design


Emphasis on the development of teacher thought; help teachers increase their conceptual level of development

Glickman’s Developmental Supervision


To increase conceptual levels of development:1. Low abstract (teacher is confused)

2. Moderate abstract (teacher needs assistance from experts)

3. High abstract (teacher uses various sources to identify problems)

3 Levels of Developmental Supervision


1. Direct assistance/clinical supervision

2. Provide in-service education

3. Work with teachers in developing curriculum

4. Assist teachers carry out action research

4 Ways Supervisors Impact Teacher Growth


Exclusive attention on direct assistance/ clinical supervision

Teacher thought-oriented approach In this model, the supervisor’s goals are create

and manage a trusting relationship, to facilitate teacher learning by restructuring teacher thinking, and to develop teacher autonomy.

Costa and Garmston’s Cognitive Coaching


The principal:Must know how to write and direct curriculumMust know how to find supportive materialsMust aim for a quality differentiated professional

development program

The Principal and the Curriculum


Formal – has a specific agenda, a set schedule, and a structured set of experiences

Informal – networks of teachers working together.Classroom “walkthroughs”

Coaching, not evaluatingMeasuring the impact of PDSupporting PLCs with data

Staff Development Options


The process of making formative and summative assessments of teacher performance for purposes of administrative decision making;

Explicit criteria are stated with standards of performance

Rating Is


A judgment about the quality of performance mode on any occasion for a variety of purposes

Evaluation Is


1. The teacher evaluation system must suit the goals, management style, conception of teaching and community values of the district

2. Top level commitment to and resources for evaluation are needed

3. District must decide about the main purpose of the rating system and then match the process to the purpose

5 Insights About Teacher Evaluation


4. Evaluation system must be cost effective, fair, valid, and reliable

5. Teacher involvement in and for the process improves the quality of teacher evaluation; buy-in is crucial

5 Insights About Teacher Evaluation


1. Lesson Content and Pacing

2. Classroom Climate

3. Assessment

Essential Skills of Teaching –Observable in Classroom Instruction


1. Long-term planning

2. Tests that are consistent instruction

3. Grades student learning fairly, objectively, and validly

Essential Skills of Teaching – Not Directly Observable


Primary factor for curriculum success is Motivated TeachersMotivated teachers require less

supervision and are willing to accomplish teaching and learning goals

Keep in mind Maslow’s hierarchy in terms of motivating teachers.

Curriculum Sucess

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition© 2012 SAGE Publications

Supervising the Supported Curriculum

1. Board policy

2. Appoint textbook adoption committee

3. Involve distance learning

4. Prepare committee

5. Provide selection resources

6. Determine which materials will be used

7. Determine space allocation

8. Develop set of criteria for selection

8. Develop a service contract with publisher

9. Train the teachers in the use of textbooks and materials

10. Monitor use of texts

Curriculum leadership chapter 9 poweroint

Education

Transcript of Curriculum leadership chapter 9 poweroint