Differentiated Supervision PDF
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Roxanne CabilinDifferentiated Supervision PDF
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Roxanne CabilinTEACHER INDUCTION PROGRAM
NATIONAL ORIENTATION
1
Differentiated
Supervision
2
DepEd Order No. 43 s. 2017
TEACHER INDUCTION POLICY
DepEd Order No. 42 s. 2017
PPST
In the TIP Policy, the Mentee…..
Newly-hired teacher - a teacher with 0-3
years experience in the public school
system
A MENTEE is “Anyone who wants to learn from
someone who knows and seeks their valuable advice in
order to grow professionally and/or personally.” Or,
“anyone who has the desire to gain from someone else’s
experience through a period of guidance and support.
In the TIP Policy…….
Clinical Supervision – a continuous series of
cycles wherein the TIP mentor assists the
newly-hired teacher in developing teaching
methodologies and strategies and other
teaching-related activities
TIP Mentor-a School Head/Department Head/Master
or Key Teacher who shall orient, coach, and supervise a
newly-hired teacher
Teacher Education Council
Preparation
Explanation
Showing
steps in Observation and
teaching an
employee
Supervision.”
new skills
-Bruce Barton,American Author
Objectives: (On Differentiated Supervision)
WHAT
WHY
WHEN
WHO
HOW
What is Differentiated Supervision?
SUPERvision
not
SNOOPERvision
What is Differentiated Supervision?
… using evaluations to inform meaningful
decisions on teacher needs
… recognizing the varying readiness levels of the
teachers, their skill sets, and in their confidence,
resulting in significant variation in teacher
effectiveness
Why Differentiated Supervision?
Because Students Are
Not the Only Ones
with Differences!
Teachers are NOT all
the Same!
The Paradigm Shift
Before K to 12 K to 12
Paradigm Shift
NCBTS PPST
a continuum of teaching practice
defined in terms of distinct career
stages
Teacher Professional Development Framework
Career Path
Stage 4
Stage 3 (Distinguished)
(Highly
Stage 2 Proficient)
Recruitment (Proficient)
and Hiring Stage 1
(Beginning)
Teacher Entry
Teacher Rewards,
Compensation?
Requirement
Induction
Program Teacher Certification at Career
Stage 2, 3, 4
12
Teacher
Education
Classroom Observation Tool & Self-assessment Tool
Targeted Professional Development and Teacher Training
Scope of Instructional Supervision
• Support teachers … e.g. classroom
observation, coaching, action
research etc.
• Help teachers to reflect on their
practices, to discover and learn more
about what they do and why, and to
develop professionally (Sergiovanni,
Starratt, & Cho, 2013).
Scope of Instructional Supervision
• promote growth, development, interaction,
fault-free problem solving, and a commitment
to build capacity in teachers
• improve student learning (Hallinger & Heck,
2011), and long-term teacher efficacy (Zepeda,
2006)
When to give Differentiated Supervision?
Differentiated supervision can
unfold only in an environment in
which collegial relationships are built
through “cooperation and mutual
assistance” Glatthorn, 1990)
• type of supervision teachers
need and want
–Pop-in
–Formal
–clinical
• teachers become the central
actors in the process
Common Needs of Teachers
Desirable
Feeling that they
Fair in
A voice
Security
working
are
Recognition
integral part
administration
treatment
of the school
conditions
(Kindred, 1952)
Research results…
(Sullivan & Glanz, 2000, 2013)
Research results….
• Rarely does instructional supervision give
individual teachers authority to select
professional development and supervisory
options that best fits their needs.
• This contradiction in the theory and intents
of supervision occurs when supervision is
practiced as evaluation and when
supervision is limited to only one model,
such as the clinical model of supervision
Teachers must be involved in
socially
mediated
mandatory use developmental
Intensive
of the clinical Cooperative
activities such Self-directed
activities
as peer
supervision teachers direct
Development
model
Development
coaching or Development
on their own
action research
all teachers informal
Regardless
will be observations
of in
involved
experience
three related
processes
and for staff
improving
competence development
instruction:
teacher
evaluation
How does Differentiated Supervision work?
• DS approach is not meant to be prescriptive but
rather “a process approach, in which each school
division or school develops its own homegrown
model, one responsive to its special needs and
resources” – Glatthorn, 1990
How does Differentiated Supervision work?
active problem
reflection
inquiry
modeling
dialogue
solving
centers on
the needs of uses
teachers
Approaches to Differentiated Supervision
Video
Analysis
of teaching
Peer Action
Coaching research
Portfolio
Approaches to Differentiated Supervision
Action research
- allow teachers to systematically study and reflect
on their work and them make informed changes in
their practices (Zepeda, 2012, 2015)
Portfolio development
- an organized, goal-driven documentation of your
professional growth and achieved competence in
the complex act called teaching (Campbell,
Cignetti, Nettles & Wyman, 1997)
Approaches to Differentiated Supervision
Peer coaching
- opportunities for teachers to support and learn
from each other and to engage in realistic
discussion about teaching and learning
Video analysis of teaching
- Teachers watch themselves teach and watch their
students learn to support teachers in thinking
critically about what they are doing as they are
engaged in the learning process
Range of
Supervisory Style Audience Supervisory
Behaviors
Directive control approach: Beginning teachers; Inform, direct, show,
Supervisor directs all aspects teachers on formal plans lecture, and mandates
of the supervisory process of improvement; teachers
struggling with learning to
use how, essential
instructional strategies
Range of
Supervisory Style Audience Supervisory
Behaviors
Directive informational Beginning teachers; Inform, lecture,
approach: Supervisor teachers struggling generate alternative
shares information with with learning to use between the teacher
an emphasis on what how, essential and supervisor
must be achieved instructional strategies
Range of Supervisory
Supervisory Style Audience Behaviors
Non-directive approach: Master teachers Listen in a non judgmental
Self-directing; the teacher manner; ask open-ended
develops solutions and questions; provide
ongoing activities to assist clarification to questions;
with examining practice. extend inquiry through
reflection, role-playing
scenarios, and dialogue
Range of Supervisory
Supervisory Style Audience Behaviors
Collaborative approach: Experienced teachers; Guide, keep the focus
Open, two-way problem teachers with expertise during discussion, link
solving teacher and and refined skills teachers with similar
supervisor are equal needs
searching for
understanding of practice
and its impact on student
learning.
Find the STARs
• Pre-observation / planning
• Actual visit / STAR technique
Situation
Task
Action
Result
• Post-observation conference
Supervision is an opportunity to
bring someone back
to his own mind,
to show him
how good he can be.
Nancy Kline
Thank you!
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