Administrator's Staff Development Activities Kit

by Koehler, Michael

• ISBN13: 9780136798125
• ISBN10: 0136798128
• Edition: 1st
• Format: Paperback
• Copyright: 1999-05-12
• Publisher: Jossey-Bass

Summary

In short, Administrator's Staff Development Activities Kit gives you the basis for implementing an ongoing staff-development program that is embraced by teachers and administrators alike as a self-renewing process of professional growth activities.

Author Biography

Michael D. Koehler, Ph.D., has been teaching educational administration, leadership, and supervision since 1974. The author of 14 educational resources by Prentice Hall and its imprints, he currently is teaching part-time as well as writing, speaking and consulting with schools on teacher supervision and other topics.

Table of Contents

About this Resource	ix
SECTION 1 PROFESSIONAL GROWTH IN SCHOOLS: LOOKING AT THE BIG PICTURE
What is Professional Growth?	2	(3)
Figure 1-1 Professional Growth Model	3	(2)
The Complementary Relationships among In-Service Training, Supervision, and Assessment	5	(1)
What is Currently Happening in Many Schools?	5	(2)
Figure 1-2 Professional Growth in Many Schools	6	(1)
Taking a Closer Look at Process	7	(2)
Figure 1-3 Evaluation System	8	(2)
Figure 1-4 Professional Growth Relationships	10
Taking One Last Look at the Linkages	9	(3)
Assuring the Relationships	11	(1)
Questions of Control	12	(1)
Taking a Closer Look at Empowerment	12	(1)
What are the Needs of Teachers?	13	(1)
Relating Motivation to Professional Growth	14	(2)
Money as an External Motivator	14	(1)
Consider the Farmer and the Seed	15	(1)
Professional Growth as a Motivator	16	(1)
The Absence of Total Quality	16	(1)
Considering Additional Needs	17	(5)
Figure 1-5 Needs Assessment Format	18	(4)
Introducing Professional Growth as ``Helping Hands''	22	(3)
Figure 1-6 Helping Hands	23	(2)
Considering the Context of Professional Growth	25	(1)
Let's Wrap it up	26	(4)
SECTION 2 IN-SERVICE TRAINING: WHAT IT IS AND WHAT IT CAN BE
Practicing what is Preached	30	(1)
In-Service Training: What is it?	30	(1)
Figure 2-1 Review of Teacher Evaluations	32
In-Service Training: What Should it be?	31	(2)
Finding Experts in the Building	33	(2)
Figure 2-2 Sharing Your Strengths	34	(1)
The Move Toward Transpositional Leadership	35	(1)
The Current Picture of In-Service Training	36	(1)
Reconsidering the Value of New Knowledge Found Outside the School	37	(2)
Figure 2-3 Follow-Up for University and Workshop Experiences	38	(1)
Improving the Current Picture	39	(1)
More About Needs Assessments	39	(8)
Figure 2-4 Culture and Climate: An Inventory	40	(4)
More Needs Assessments	44	(3)
Figure 2-5 Values and Student Behavior: A Needs Assessment	45	(2)
Let's Wrap it up	47	(4)
SECTION 3 EXTENDING CURRENT CONCEPTS OF IN-SERVICE TRAINING
Providing Follow-Up Opportunities	51	(1)
When Such Experiences Are Not Provided	51	(1)
Taking a Closer Look at the Appearance of Change	52	(1)
How to Avoid ``In-Service Draining''	52	(2)
Teachers and New Knowledge	52	(1)
New-Teacher Orientation	53	(1)
Looking at the Nuts and Bolts	54	(1)
Figure 3-1 Introduction to In-Service Activities: New Teachers	55	(3)
Figure 3-2 New-Teacher In-Service Evaluation	58	(2)
Figure 3-3 New-Teacher In-Service Year-End Evaluation	60
Taking a Closer Look at the School's Culture	54	(14)
Figure 3-4 It's Your Call: Case Study 1	63	(1)
Figure 3-5 It's Your Call: Case Study 2	64
The Need for Consistency	62	(6)
Figure 3-6 It's Your Call: Case Study 3	65	(1)
Figure 3-7 It's Your Call: Case Study 4	66	(1)
Figure 3-8 It's Your Call: Case Study 5	67	(1)
New-Teacher Orientation and the Instructional Program	68	(4)
Figure 3-9 Video Library	69	(1)
Other ``Library'' Materials	70	(2)
Figure 3-10 A Quick Suggestion	71	(1)
Intravisitation Observations and Follow-Up Meetings	72	(4)
Figure 3-11 Visitation Resource Book	73	(1)
Figure 3-12 Teacher Availability	74	(1)
Conversations With Experts in the Building	75	(1)
Considering the Value of Portfolios for In-Service Training	76	(3)
Portfolios and In-Service Training	77	(2)
Figure 3-13 Portfolios: A Few Suggestions	78	(1)
Using Journals to Promote Introspection	79	(2)
Figure 3-14 Teacher Journals	80	(1)
Endless Possibilities	81	(1)
School-University Partnerships	81	(1)
Tandemed Portfolios	81	(1)
Expanded Collaboration	81	(1)
Relating In-Service Training to Supervision	82	(3)
Figure 3-15 Professional Growth Relationships: In-Service to Supervision	84	(1)
Let's Wrap it up	85	(3)
SECTION 4 SUPERVISION: PAST AND PRESENT
Providing Light---Not Heat	88	(1)
Judgment and Professional Performance	88	(1)
Supervision and the Administrative Hierarchy	89	(1)
The Downside of Teacher Evaluation	90	(6)
Sharing Performance Standards With Teachers	90	(6)
Figure 4-1 Standards of Teacher Performance	91	(5)
Role Versus Process	96	(1)
Distinguishing Among Administratively Directed, Peer-Directed, and Self-Directed Observation	96	(2)
Separating Supervision From Evaluation	97	(1)
Encouraging Teachers to Take Risks	98	(1)
Supervision as Revitalization	99	(1)
The Need for Philosophical Consistency	99	(1)
Let's Wrap it up	100	(3)
SECTION 5 THE WHAT AND HOW OF SUPERVISION
Promoting Trust	103	(1)
Our Need to Risk Imperfection	103	(1)
Reviewing Supervision as Exploration	104	(1)
Another Golf Example	104	(1)
Supervision as Energy	105	(3)
Figure 5-1 Mirrors	106	(1)
Figure 5-2 Red Pencils	107	(1)
Relating the Standards to In-Service Information	108	(1)
Relating the Standards to Supervision and Evaluation	109	(1)
Collecting and Using Observational Data	109	(8)
Collecting Observational Data	109	(2)
Conferencing About the Data	111	(1)
Figure 5-3 Classroom Observation: Preliminary Input	112	(1)
Figure 5-4 Self-analysis	113
Interpreting the Data	111	(3)
Figure 5-5 Observation Record	115
Analyzing the Data	114	(2)
Evaluating the Data	116	(1)
Figure 5-6 The Johari Window	118
Projecting the Experience to Future Lessons	117	(1)
Who is a Supervisor?	117	(2)
Figure 5-7 Student Feedback	120
Promoting Proper Behaviors Among All Supervisors	119	(19)
Figure 5-8 Role-Playing Episode 1	122	(7)
Figure 5-9 Role-Playing Episode 2	129	(3)
Figure 5-10 Role-Playing Episode 3	132	(3)
Figure 5-11 Evolution of Leadership	135	(2)
Figure 5-12 Sample Questions	137	(1)
Maintaining the Cycle	138	(1)
Let's Wrap it up	138	(2)
SECTION 6 THE PROCESSES OF EFFECTIVE SUPERVISION
Assessing the Need for Change	140	(1)
More Questions to Ask	140	(1)
The Availability of In-Service Training	141	(5)
Figure 6-1 A Quick In-Service: Standards 1-4, 1-5, 1-6, 1-7, 1-17, 1-25	142	(2)
Figure 6-2 A Quick In-Service: Standards 1-11, 1-14, 1-17, 2-4	144	(2)
Role Versus Process Revisited	146	(1)
Taking Another Look at Self-Directed Observation	146	(3)
Figure 6-3 Self-Directed Supervision	147	(1)
The Advantages and Principles of Self-directed Observation	148	(1)
Maslow's Continuum: From Potential to Perfection	149	(3)
Figure 6-4 Maslow's Hierarchy of Needs	150	(1)
Figure 6-5 The Actualization Continuum	151	(1)
Reaching for Perfection	152	(27)
The Observation Booklet	152	(1)
Mentoring Programs	153	(1)
Teacher Tandems	153	(2)
Figure 6-6 Teacher Tandems	154	(1)
Collegial Groups	155	(2)
Figure 6-7 Collegial Teams	156	(1)
Audiotaped Observation	157	(4)
Figure 6-8 An Audio Experience: Introduction	158	(1)
Figure 6-9 An Audio Experience: Reflections From the Mirror	159	(1)
Figure 6-10 An Audio Experience: Follow-Up	160	(1)
Videotaped Observation	161	(12)
Figure 6-11 A Video Experience: Introduction	162	(1)
Figure 6-12 A Video Experience: Pretest	163	(2)
Figure 6-13 A Video Experience: Pretest Thoughts	165	(2)
Figure 6-14 A Mirror of Performance: General Self-evaluation	167	(2)
Figure 6-15 A Mirror of Performance: A Few Specific Considerations	169	(2)
Figure 6-16 A Mirror of Performance: Specific Teaching Behaviors	171	(3)
Figure 6-17 A Mirror of Performance: Follow-Up Thoughts	174	(1)
Figure 6-18 Video Observation Request for Camera Operator	175
Student Feedback	173	(1)
Parent Feedback	173	(4)
Figure 6-19 Parent Feedback	176	(1)
Self-reported Growth	177	(1)
Figure 6-20 Self-reported Observation	178
Script-Taping	177	(2)
Teacher Journals	179	(1)
Figure 6-21 Self-reflective Journals	180
Supervising Supervisors, Administrators, and Others	179	(5)
Figure 6-22 Mundelein High School: Superintendent Performance Feedback Survey	181	(4)
Figure 6-23 Developing Observation Instruments	185
Relating Supervision to Evaluation	184	(3)
Figure 6-24 Professional Growth Relationships: Supervision to Evaluation	186	(1)
Let's Wrap it up	187	(4)
SECTION 7 TEACHER EVALUATION: PAST AND PRESENT
Moving Beyond Tradition	191	(1)
Reconciling Reality with Traditional Expectations	192	(1)
Evaluation and the School Hierarchy	192	(1)
The Need for Quality Control	193	(1)
Who Evaluates What?	193	(7)
Teachers as Customers	193	(7)
Figure 7-1 One Way to Create an Observational Record	195	(1)
Figure 7-2 A Bettery Way	196	(2)
Figure 7-3 The ``Better Way'' Can Lead to the Best Evaluation	198	(1)
Figure 7-4 The Year in Review	199	(2)
Figure 7-5 Teacher-Directed Evaluation	201	(1)
Figure 7-6 Feedback: Teacher-Directed Observation	202
Evaluation for What? from Quality Control to Dismissal	200	(3)
Evaluating the Evaluators	203	(1)
Taking Another Look at Behaviors	203	(1)
Figure 7-7 Role-Playing Episode: Teacher Evaluation	205
Let's Wrap it up	204	(5)
SECTION 8 THE PROCESSES OF EFFECTIVE EVALUATION
Changing the River	209	(1)
Managers Versus Leaders	209	(1)
The Sunshine Syndrome	209	(1)
Efficiency Versus Effectiveness: Taking Another Look at Checklists	210	(1)
Maintaining Teacher Self-Evaluation During the Summative Process	210	(2)
Figure 8-1 Annual Review	211	(1)
Using the Observation Instruments in an Evaluative Setting	212	(1)
Establishing the Evaluation Schedule	213	(1)
Integrating Supervision with Evaluation: An Example	213	(1)
Evaluating for Tenure Decisions	214	(5)
Figure 8-2 Student Evaluation	217	(1)
Figure 8-3 Interviewing for Tenure: Sample Questions	218	(2)
Figure 8-4 Teacher Self-evaluation	220
Evaluating for Dismissal (Someone has to do it)	219	(3)
The Realities of Due Process	222	(1)
Procedural and Substantive Due Process	222	(2)
Procedural Due Process	222	(1)
Substantive Due Process	223	(1)
Clarifying the Grounds for Dismissal	224	(1)
Insubordination	224	(1)
Neglect of Duty	225	(1)
Immoral Behavior	225	(1)
Unprofessional Conduct	225	(1)
Incompetence	225	(1)
The Dismissal Process	225	(5)
Figure 8-5 Fundamental Skills	227	(1)
Important Dismissal Procedures	228	(2)
Figure 8-6 Dismissal Checklist	229	(1)
Relating Evaluation to In-Service Training	230	(6)
Figure 8-7 Professional Growth Relationships: Evaluation to In-Service	232	(1)
Figure 8-8 It's Your Call! (1)	233	(1)
Figure 8-9 It's Your Call! (2)	234	(1)
Figure 8-10 It's Your Call! (3)	235	(1)
Let's Wrap it up	236	(2)
SECTION 9 ASSURING THE LINKAGES AMONG IN-SERVICE TRAINING, SUPERVISION, AND EVALUATION
Developing an Effective Professional Growth Program	238	(1)
Taking Another Look at the Helping Hands	238	(1)
Who Does What, and When	239	(1)
The Reality of Transpositional Leadership	240	(2)
Figure 9-1 The Continuing Evolution of Educational Leadership	241	(1)
Maintaining the Focus on the School's Values	242	(2)
Emphasizing A Common Belief System	244	(2)
Implementing Collaborative Processes	245	(1)
Considering the Impact of Collective Bargaining	246	(1)
The Basic Purposes of Professional Growth: A Review	247	(2)
Providing Teachers with Options	248	(1)
Let's Wrap it up	249	(4)
APPENDIX OBSERVATION BOOKLET
Standards of Teacher Performance	253	(6)
Standards of Teacher Performance	254	(4)
Fundamental Skills	258	(1)
In-Service Materials	259	(14)
A Quick In-Service: Criteria for Student Success	260	(1)
A Quick In-Service: The Previous Learnings	261	(1)
A Quick In-Service: Elements of Curriculum	262	(1)
A Quick In-Service: Housekeeping Chores	263	(1)
A Quick In-Service: Using Praise	264	(1)
A Quick In-Service: Questioning Technique	265	(2)
A Quick In-Service: Lesson Objectives	267	(2)
A Quick In-Service: Active Listening	269	(1)
A Quick In-Service: Script-Taping	270	(3)
Observation Instruments	273	(32)
Sample Questions	274	(1)
The ``Previous Learnings'' Tally	275	(1)
Time-on-Task Tally	276	(1)
Focusing on Objectives	277	(1)
Working Within the Curriculum	278	(1)
Critical Question Tally Sheet	279	(1)
Using Understandable Language	280	(1)
Housekeeping Chores	281	(1)
Handling Interferences Tally	282	(1)
Student Behavior Tally	283	(1)
Lesson Presentation Tally	284	(1)
Wait Time Tally	285	(1)
Feedback to Students	286	(1)
Student Participation Tally	287	(1)
Probe and Elaboration Questions Tally	288	(1)
Decision to Reteach Tally	289	(1)
Teacher Movement in Classroom Tally	290	(1)
Teacher Movement in Classroom Tally Example	291	(1)
Guided and Independent Practice Tally	292	(1)
Lesson Summary Tally	293	(1)
Study Habit Tally	294	(1)
Modality Measure	295	(1)
Managing Variable Levels of Ability	296	(1)
Teaching Different Levels of Ability Tally 1	297	(2)
Teaching Different Levels of Ability Tally 2	299	(1)
Guilford Analysis Technique	300	(1)
Establishing Rapport	301	(1)
Using Praise	302	(1)
Active Listening Tally	303	(2)
Final Considerations	305	(1)
Developing Observation Instruments	306	(1)
Self-reported Observation	307