1 - Edad 516 - 2016

EDAD 516
CURRICULUM AND INSTRUCTIONAL

LEADERSHIP (SUPERVISION)
Washington State University

Puyallup Campus
Fall Semester 2016
Ailene M. Baxter, Ed. D.
Director of Staffing and School Support, Puyallup
School District
EDAD 516 WSU-Puyallup

Fall, 2016
LETS PUT OUR MINDS

TOGETHER AND SEE WHAT
LIFE WE CAN MAKE FOR OUR
CHILDREN
-SITTING BULL

Director of Staffing and School Support, Puyallup School
District

Fall, 2016
INTRODUCTIONS AND WELCOME:

SEASONAL
PARTNERS
1. Fall: Whats one thing interesting you
read or saw (related to your work) in the
last few weeks that left an impression on
you?
2. Winter: At first glance whats one thing a
principal or supervisor might not know
about your school or classroom?
3. Spring: Whats one thing you hope to
learn in the next 12 weeks?
4. Summer: What do you know or believe
about leadership and the supervision of
instruction?
District

Fall, 2016
COURSE SYLLABUS:
Norms
Goals, Outcomes, and Assessments
Purpose
WCEAP Common Performance Task
Guide: Standards 2A and 2B
Course Objectives
Course Assignments
Expectations for completion/grading

District

Fall, 2016
HOUSEKEEPING:
Calendar changes:
August 31- Class begins
September 14-PSD Fair Day (Interns)
November ? Olympia visit (Date TBD)
November 23-No class, Thanksgiving
holiday
December 7 Final Class Session

District

Fall, 2016
GLICKMAN: SUPERVISION AND INSTRUCTIONAL

LEADERSHIP
Theoretical
framework
Broader look at
supervision
Built on a clinical
model

District

Fall, 2016
GLICKMAN:
SUPERVISION AND INSTRUCTIONAL LEADERSHIP

District

Fall, 2016
REFLECTION:
Quick
o
Write:
Glickman p. 85: Briefly think about and jot responses to

questions 1-10
o Nothing elaborateo Can be a bulleted list
o Something to think aboutwe will add on, adjust, etc.

District

Fall, 2016
NEXT WEEK:
Ginsberg:
Transformative Professional
Learning
o
Chapters 1-3

District

Fall, 2016
SEPTEMBER 7, 2016
The best thing about being sad, replied Merlin,
beginning to puff and blow, is to learn something.
That is the only thing that never fails. You may grow
old and trembling in your anatomies, you may lie
awake at night listening to the disorder in your veins,
you may miss your only love, you may see the world
devastated by evil lunatics, or know your honor
trampled in the sewers of baser minds. There is only
one thing for it then-to learn. Learn why the world
wags and what wags it. That is the only thing which
the mind can never exhaust, never alienate, never
be tortured by, never fear or distrust, and never
dream of regretting. Learning is the thing for you.
T.H. White (1996)
District

Fall, 2016
CHECK IN:
From Dr. Glenn

Intern Projects:
LEP
Reflective Journals (2 so far)
Other

District

Fall, 2016
SEASONAL
PARTNERS
From Glickman:
LOOKING BACK:
Fall: What should be the purpose of

education?
Winter: Who should control the learning
environment?
Spring: What is your definition of effective
teaching?
District

Fall, 2016
Summer: What is your definition of a good
GINSBERG:TRANSFORM
ATIVE PROFESSIONAL
LEARNING
Foundation in intrinsic
motivation
Cultural relevancy
Grounded in inquiry
and action-based
practices
Framework for
practice:
Respectful
Respectful
Relevant
Relevant
Rigorous
Rigorous

District

Fall, 2016
GINSBERG:
TRANSFORMATIVE PROFESSIONAL
LEARNING
Who
Who gets
gets left
left behind?
behind?
Interrupting
Interrupting deficit
deficit thinking
thinking about
about student
student
potential
potential
All
All children
children ARE
ARE learners
learners
Culturally
Culturally responsive
responsive teaching
teaching
Culturally
Culturally responsive
responsive teaching
teaching through
through the
the lens
lens
of
of intrinsic
intrinsic motivation
motivation
Effective,
Effective, innovative,
innovative, and
and transformative
transformative pro
pro
dev.
dev.
Inquiry
Inquiry and
and action
action cycles
cycles
District

Fall, 2016
GINSBERG:
LEARNING
Culture
Culture and
and motivation
motivation are
are inseparable
inseparable
influences
influences on
on learning
learning
Motivated
Motivated teachers
teachers tend
tend to
to have
have motivated
motivated
students
students
Transformative
Transformative learning:
learning: learning
learning experiences
experiences
that
that can
can change
change beliefs
beliefs and
and perspectives
perspectives of
of
educators
educators
Language
Language choice
choice not
not only
only represents
represents how
how we
we
think,
think, it
it influences
influences how
how we
we think
think and
and act.
act.
District

Fall, 2016
GINSBERG:
LEARNING
Mezirow:
Adult Learning Theory: Refers to learning that results in a
deep change in beliefs, assumptions, or perspectives,
making people more discriminating and able to construct
opinions that will prove more true in guiding their
actions.
Key
Components: (p. 10)

Relevant experience
Critical Self-reflection
Reflective discourse
Effective Action
District

Fall, 2016
REFLECTIVE PROMPT:
Glickman
Glickman (p.13)
(p.13) states,
states, Educators
Educators are
are the
the primary
primary stewards
stewards
of
of the
the democratic
democratic spirit.
spirit. The
The total
total of
of our
our efforts
efforts is
is far
far greater
greater
than
than the
the particulars
particulars of
of our
our job.
job.
Elmore
Elmore (p.3)
(p.3) looks
looks at
at the
the actual
actual experience
experience of
of students
students in
in the
the
classroom:
classroom: Teachers
Teachers and
and Students
Students in
in the
the presence
presence of
of
Content.
Content.
Practice
Practice drives
drives belief
belief
Ginsberg
Ginsberg reminds
reminds us
us that
that motivated
motivated teachers
teachers have
have motivated
motivated
learners
learners and
and that
that the
the whole
whole activity
activity of
of education
education is
is ethical
ethical
and
and political
political in
in nature
nature (p.5).
(p.5).
What
What type
type of
of society
society do
do we
we desire?
desire?
What
What type
type of
of educational
educational environment
environment should
should supervision
supervision promote
promote in
in
order
order to
to move
move us
us toward
toward the
the society
society we
we desire?
desire?
District

Fall, 2016
TURN AND TALK:
What is one idea from the readings and

discussions you are thinking about?

District

Fall, 2016
PLANNING AHEAD:
No
No Class
Class September
September 14
14
Read:
Read: In
In Conversation.
Conversation. Leading
Leading the
the Instructional
Instructional
Core
Core
Reflective
Reflective Prompt
Prompt
Progress
Progress on
on Intern
Intern Tasks
Tasks
September
September 21:
21: Book
Book Study
Study (Ridenour)
(Ridenour)
Excited
Excited to
to Learn,
Learn, Ginsberg
Ginsberg
September
September 28
28
Through
Through Chapter
Chapter 3
3 Student
Student Shadowing
Shadowing (TPL)
(TPL)
Student(s)
Student(s) identified
identified
Farrah
Farrah Example
Example
Selected
Selected Other
Other Readings
Readings (In
(In Yassirs
Yassirs Shoes)
Shoes)
District

Fall, 2016
SEPTEMBER 28:
Welcome
Welcome Terry
Terry Bergeson:
Bergeson:
Interim
Interim Dean,
Dean, Pacific
Pacific Lutheran
Lutheran University
University
Former
Former Superintendent
Superintendent of
of Public
Public Instruction
Instruction

District

Fall, 2016
REVIEW
Why is Intrinsic Motivation so
Important to Adult and Student
Learner?
Silently,
Silently, think
think about
about a
a time
time in
in which
which you
you were
were
learning
learning and
and felt
felt capable,
capable, creative,
creative, and
and joyful
joyful
at
at the
the same
same time:
time:
When
When did
did this
this occur?
occur?
With
With whom,
whom, where,
where, when,
when, and
and under
under what
what
conditions?
conditions?
Share
Share your
your experience
experience with
with a
a partner:
partner:
Focus
Focus on
on those
those conditions
conditions that
that led
led you
you to
to feel
feel creative,
creative,
capable,
capable, and
and joyful.
joyful.

District

Fall, 2016
REVIEW
Why is Intrinsic Motivation so
Important to Adult and Student
Learner?

District

Fall, 2016
READING REVIEW
Motivation:
Motivation: The
The Key
Key to
to Academic
Academic Success
Success in
in
Culturally
Culturally Diverse
Diverse High
High Schools
Schools
In
In Yassirs
Yassirs Shoes
Shoes
Shadowing
Shadowing a
a Student
Student Shoes
Shoes How
How to
to Make
Make
Learning
Learning More
More Relevant
Relevant
Farrah
Farrah Case
Case Study
Study
Themes
Themes emerging?
emerging?
Key
Key Takeaways?
Takeaways?
District

Fall, 2016
SHADOWING A STUDENT
While shadowing will not dismantle the

complicated infrastructure of
educational systems, it can illuminate
problems of everyday practice that are
within the spheres of influence of many
educators.
-Margery
-Margery Ginsberg
Ginsberg (2011)
(2011)

District

Fall, 2016
SHADOWING STUDENTS ( to stimulate

and enrich teacher (and leader)
knowledge:
Moving
Moving beyond
beyond traditional
traditional walk-throughs...
walk-throughs...
Deeper
Deeper look
look at
at schooling
schooling through
through the
the eyes
eyes of
of aa single
single
student
student
Greater
Greater Clarity
Clarity about
about instructional
instructional and
and curricular
curricular
practices
practices including
including supports
supports that
that exist
exist or
or dont
dont exist
exist
Opportunity
Opportunity to
to explore
explore conventional
conventional &
& unconventional
unconventional
ways
ways of
of collecting
collecting data
data that
that may
may be
be generalized
generalized across
across
the
the school
school
Gain
Gain insight
insight &
& perspective
perspective on
on aa students
students experience
experience of
of
being
being in
in school
school
Ideas
Ideas for
for instructional
instructional and
and school
school improvement
improvement
Implications
Implications for
for leaders
leaders at
at all
all levels
levels of
of the
the system
system as
as
willing
willing adult
adult learners
learners
District

Fall, 2016
Bowen High School

Shadowing Students in an Urban High
School

District

Fall, 2016
SETTING UP THE SHADOWING

EXPERIENCE
Work Session
Draft your statement of purpose

Consider safeguards such as
confidentiality
Clarify basic design questions:
oo
oo
oo
oo
What
What do
do II want
want to
to learn
learn and
and why?
why?
How
How will
will II focus
focus my
my attention
attention
How
How will
will II know
know what
what Ive
Ive learned?
learned?
What
What else
else do
do II want
want to
to consider?
consider?
District

Fall, 2016
REGROUP
How are you thinking about your

shadowing experience?
For next week:

Glickman Chapter 6
oo Fink and Markholt: Introduction and Chapter
1
oo

District

Fall, 2016
October 5, 2016
THEME: REFLECTING ON
EDUCATIONAL BELIEFS, TEACHING,
AND SUPERVISION

District

Fall, 2016
October 5, 2016
An evening with Margery Ginsberg

District

Fall, 2016
Sergiovanni:
Sergiovanni:
What
What is
is needed
needed is
is some
some firm
firm footing
footing in
in
principleWith
principleWith a
a clearly
clearly defined
defined platform,
platform,
they
they (teachers
(teachers and
and leaders)
leaders) can
can begin
begin to
to take
take a
a
position
position relative
relative to
to educational
educational practices,
practices,
looking
looking beyond
beyond the
the surface
surface behavior
behavior to
to
probe
probe for
for the
the real
real consequences
consequences of
of a
a
variety
variety of
of school
school practices.
practices.

District

Fall, 2016
Although theory enhances the

durability of professional learning,
imagination guides its
implementation to connect the dots
between students, curriculum,
instruction, the school environment
and a continuous sense of
opportunity
(Fullan, 1993; Liu 2004, in Ginsberg 2011)
This approach to adult learning allows teachers to examine and

construct new learning and teaching methods rather than to
simply implement prescribed ideas about good instruction.
District

Fall, 2016
INSTRUCTIONAL GOALS AND EFFECTIVE

TEACHING:
Page 81:
If the goal is
Contextual:
Particular instructional goals
Local learning environment
Individual students

School District

Fall, 2016
In the final analysis, what

constitutes instructional improvement
and successful teaching can be
defined only within the context of
particular instructional goals, local
learning environments, and individual
students. This means the search for a
single instructional model-effective
for all learning content, students, and
situations,-is futile
District

Fall, 2016
(-Glickman,
(-Glickman, 2014)
2014)
WHERE YOU STAND DEPENDS ON WHERE YOU

SIT:
Page 95:
Identifying and Critiquing Cultural
Assumptions
Individual Reflections
Group Reflections

School District

Fall, 2016
THIS I BELIEVE

School District

Fall, 2016
October 12, 2016:
Principal Mentoring:
Welcome Nancy Strobel & Eric
HoganAdvice for new principals
Mentoring involves
Evaluation frameworks:
application, conferencing-easy
and hard conversations
School District

Fall, 2016
CHECK IN:
Shadowing Projects:
Progress check
Write up and presentations:
October 26

School District

Fall, 2016
CHECK IN:
Shadowing Projects:
Progress check
Write up and presentations:
October 26

School District

Fall, 2016
INTERPERSONAL SKILLS OF SUPERVISION:
Whatever other factors that also

suppress achievement-poverty, social
isolation, poor preparation-can be
substantially overcome in a schooling
atmosphere that reduces racial and
other vulnerabilities, not through
unrelenting niceness or ferocious
regimentation, but by WISENESS, by
seeing value and acting on it.
School District

Fall, 2016
SUPERVISORY APPROACHES:
There is no single set of steps

teachers can use to deliver
effective lessons.
Supervisory Goal:
Teacher reflection on practice,
facilitated by non-directive
supervision
School District

Fall, 2016
PURPOSEFUL SUPERVISORY BEHAVIO
Listening
Clarifying
Encouraging
Reflecting
Presenting
Problem-solving
Negotiating
Directing
Standardizing
Reinforcing
District
Continuum (102103)
Glickman pp 100-103
Fall, 2016
PURPOSEFUL SUPERVISORY BEHAVIO

APPROACH
Non-Directive (10)
Collaborative (9)
OUTCOME
Teacher self-plan
Mutual Plan
Directive
Informational (8)
Directive Control (7)
Supervisor suggested
plan
Supervisor assigned
plan
Glickman p. 102

District

Fall, 2016
LETS LOOK AT A CLASSROOM:
Video:
www.teachingchannel.org
Success at the Core
Supporting Materials

School District

Fall, 2016
VALID ASSESSMENT OF SELF:
We cannot become more effective

as supervisors unless we know
what we are doing
JOHARI WINDOW:
Known to
Supervisor
Known to
Teachers
Not Known to
Teachers
Not Known to
Supervisor
1. Public self
2. Blind self
3. Private self
4. Unknown
self

School District

Fall, 2016
NEXT WEEK:
Video:
Success at the Core
Clinical 2: Write in Narrative Format

1.
2.
3.
What did you see?

What approach would you take? WHY?
What do you imagine your feedback would be?
Group Chapter Presentations (2)

Article: Strategic Conversations
School District

Fall, 2016
October 19, 2016:
Welcome:
Kim Ramsey-Teacher/TPEP Committee/
WEA Trainer
Goals
Evidence
Artifacts
Formative and Summative Assessment

Collaborative TPEP work
NEXT WEEK:
Video:
Success at the Core
Clinical 3/4: Write in Narrative Format

1.
2.
3.
What did you see?

What approach would you take? WHY?
What feedback would give to the teacher?
Group Chapter Presentations (2)

Shadowing Presentations in small groups
School District

Fall, 2016
WEEKS AHEAD:
Nov. 2:
Fink and Markholt-Read chapters 4-8 by November 16
Share clinical 5, complete clinical 6
Glickman presentations
Nov. 9: Class cancelled. Be working on clinicals 7/8
(more to come)
Nov. 16: Anneke Markholt
Nov. 23: no class Thanksgiving Holiday
Nov. 30: Book Study-Mission High/Work session
Dec. 7: Final Class/Poster session

School District

Fall, 2016
October 26, 2016:
Housekeeping:
Large group discussion/follow up to
TPEP presentation
Carry over of comprehensive score to
focused evaluation
October 26, 2016:

Student Shadowing Presentations:
Follow the protocol on pp. 39-40 in
Transformative Professional Learning
Teams of 3:
10 minutes to present
5 minutes for feedback
Large group discussion
October 26, 2016:
Observation 3 or 4:
Share in small groups
Feedback? (this is a really critical
element)
Reading: Personal Best, by Atul

Gwande
WEEKS AHEAD:
Nov. 2:
Fink and Markholt-Read chapters 4-8 by
November 16
Share clinical 5, complete clinical 6
Nov. 9: Class cancelled. Be working on clinicals
7/8 (more to come)
Nov. 16: Anneke Markholt
Nov. 23: no class Thanksgiving Holiday
Nov. 30: Book Study-Mission High/Work session
Dec. 7: Final Class/Poster session
School District

Fall, 2016
WEEKS AHEAD:
FINAL ASSIGNMENT/POSTER SESSION:
Consider:
What motivates students to learn, work
hard, and persevere?
Why is it so difficult for the worlds
wealthiest and most powerful country to
build good schools in every neighborhood?

School District

Fall, 2016
SCENARIO:
Youve just accepted a position in a high poverty,
culturally diverse school. By our standardized
metrics, this school is considered to be lowperforming.
What is your leadership platform? (This I believe)

What is the relationship between your leadership
platform and your beliefs around teaching, learning,
and supervision?
How will you change the learning conditions for all
children, particularly those who find themselves on
the wrong side of the achievement gap?
Represent graphically
School District

Fall, 2016
, 2016
What do you do when youare in a rut? When its
the same old beats, the same old shtick? If youre
smart, you look for a teacher, someone to show you
what youve got. Someone who can break down your
routines and help you discover within even the most
basic (performance) all the possibilities you had
overlooked, or had never even known to search for.
Eric Liu (2004)

District

Fall, 2016

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EDAD 516

CURRICULUM AND INSTRUCTIONAL

Washington State University

EDAD 516 WSU-Puyallup

LETS PUT OUR MINDS

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

INTRODUCTIONS AND WELCOME:

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

GLICKMAN: SUPERVISION AND INSTRUCTIONAL

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Glickman p. 85: Briefly think about and jot responses to

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

From Dr. Glenn

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Fall: What should be the purpose of

EDAD 516 WSU-Puyallup

Summer: What is your definition of a good

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

Components: (p. 10)

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

TURN AND TALK:

What is one idea from the readings and

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

EDAD 516 WSU-Puyallup

While shadowing will not dismantle the

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

SHADOWING STUDENTS ( to stimulate

EDAD 516 WSU-Puyallup

Bowen High School

Ailene M. Baxter, Ed. D.

EDAD 516 WSU-Puyallup

SETTING UP THE SHADOWING

Draft your statement of purpose

EDAD 516 WSU-Puyallup

How are you thinking about your

For next week:

Ailene M. Baxter, Ed. D.