Reflection on Shadowing and Observations:

As I was reading through your assignments on Shadowing a Student, I was struck by a seeming disconnect between the learning environments described and those of your observation summaries. Many of you, when viewing instruction through the lens of a students describe a fairly consistent theme: Students working daily in fairly passive learning environments with limited adult interaction, in spite of heavy investments in the belief about the power of relationship. In many cases you describe negative behaviors, a lack of engagement, and/or a lack of connection to the leaning environment.

I'm wondering your thoughts on this? Focus on teacher v. focus on an individual student you wanted to know more about. Why the seeming disconnect? How would you reconcile this as a leader?

Can you reconcile this with what you know from Ginsberg's work on Motivation and culturally relevant instruction? (PBIS, RTI, Ratio of Positive Adult interactions, etc. are not mutually exclusive of this body of work).

Thoughts...

Class notes: November 16, 2016 (slides 78-86)

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Observation Exemplars:

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Observation Reflections:

You are all continuing to do a nice job on your observations. I'm attaching two additional exemplars for you to use a reference point. In addition, although Anneke Markholt cannot join us on Wednesday evening, I'm attaching a couple of slides from her work with CEL to help guide you in your final observation summaries. If there is a consistent area where practice is needed, it's in the form of non-judgmental observing. Follow slides 78-86. Pay particular attention to slides 81 and 82 on non-judgmental observing.

Class Notes-October 26 (Begin slide 52)

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#TODAY

REMINDER: Shadowing presentations October 26.

Use the format from Transformative Professional Learning

#TODAY

Observations 3 and 4

Observation 3:
If you find it beneficial, you can resubmit your 2nd observation with revisions based on the feedback you received from your partner. I posted 2 exemplars for you to use as an example.

Otherwise, for observations 3 and 4:
Choose a new video, observe the lesson and  review the supporting materials. Write in narrative format:
1. What did you see?
2. What supervisory approach would you take with this teacher? Why?
3. What feedback would you give to the teacher?

Observation 2 Exemplars

The great news : There were a number of outstanding observations submitted. From those, I blindly selected 2 to post as exemplars. Look these over and see if they help you to frame your thinking in your observation narratives:

Observation 2 Exemplars by ailenebaxter on Scribd

Class Notes-October 19, 2016 (Begin slide 50)

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Reflective Prompt: Interpersonal Skills of Supervision (Johari Window)

Think of a current or former colleague or supervisor who has had or now has difficulty working with others or achieving professional goals because of a particular aspect of the colleague's blind self. How would you describe your colleague's "blind spot"? What are the negative effects of this? How can awareness of this inform your leadership practices?

#TODAY...

For Next Week

A.  Clinical Observation #2
Video: Analyzing Data in Small Groups
Write Up in narrative format:
     1. What did you see? (Remember the phrase, "As evidenced by...")
     2. What supervisory approach would you take? Why?
     3. What area would you select for feedback?

B.  Student Shadowing
October 26, target date for sharing out. Follow the guidelines 1-7 on pp. 39-40 of Transformative Professional Learning for your write up.

C.  Look over chapters 7-10 in Glickman. Prepare for group project...

D.  Journal Article: Strategic Conversations

Class Notes 10/12/16 (Begin slide 39-48)

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THIS I BELIEVE...

#TODAY

Class Notes 10/5/16 (Begin slide 30-37)

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Prep for Class 10/5

Nick O'Neill and I were able to test the videoconferencing system this morning and thanks to Nick's patience and perseverance, we were successful in connecting with Margery Ginsberg. Margery will be joining our class tomorrow-from Chicago.

Please think of any questions you may have from which you'd love to benefit from Margery's thinking. These could involve the ideas of intrinsic motivation, culturally responsive teaching, adult learning theory, the motivational framework, etc. I'm looking forward to a lively, fun, and engaging conversation (just ask Nick)!

Class Notes September 28. 2016 (begin slide 21)

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For next week:

Readings:
In Yassir's Shoes, by Shari Farris
Shadowing a Student Shows How to Make Learning More Relevant, by Margery Ginsberg
Motivation: The Key to Academic Success in Culturally Diverse High Schools, by Margery Ginsberg

Also, be sure to have read and understand chapter 3 in Transformative Professional Learning
Be ready to develop your shadowing plan.

Reflective Prompt:

How do the concepts of intrinsic motivation and culturally relevant instruction discussed in Excited to Learn become a lens through which we view instruction and supervision?

What is one takeaway from either the book or Cassie's presentation you are thinking about?

#TODAY

Excited to Learn (Cassie)

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Reflective Prompt 9/7/16

Reflective Prompt:

• Glickman (p. 13) states, " Educators are the primary stewards of the democratic spirit. The total of our efforts is far greater than the particulars of our job."
• Elmore (p.3) examines the actual experience of students in the classroom: Teachers and Students in the presence of Content. 
• "Practice drives belief..."
• Ginsberg reminds us that motivated teachers have motivated learners, and that the whole activity of education is ethical and political in nature (p.5).

1. What type of society do we desire?
2. What type of educational environment should supervision promote in order to move us toward the society we desire?

#TODAY...

Class Notes 9/7/2016: begin slide 11

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Just for fun...seriously: #TODAY

For Next Week

1. Read Chapters 1-3 in Transformative Professional Learning, Ginsberg
2. Think about and jot notes/thoughts on questions 1-10, p. 85 in Glickman

Chapter Highlights

Please post key highlights from your assigned Chapter 1-3, and Chapter 5 in Glickman:

Class Notes 8/31/2016

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