Supervising and Evaluating Online Teaching EDUI 6773: Supervising and Evaluating Online Teaching (4.5 Units)
Effective delivery of online materials within the context of traditional educational theories of supervisory functions. Adaptation of techniques, including clinical supervision, for promoting and supporting teacher growth and development in the online environment. Online mentoring of new online teachers. Prerequisites: EDUI 6701, 6702, 6703, and 6704
CSUH Supervision
Big picture for course
Catalog description - address items > outcomes, assignments
Literature, research - new, classic
Learn to be supervisable - know what your supervisor should know and help do the job - evaluation, assessment, feedback, rubrics plus process
Supervision
Mentoring
Professional development for online faculty
? course development - how much required - framework? Within 6773
?? supervision, mentoring, support, professional development, performance assessment, measurement, evaluation, administration, management - academic - higher ed, k-12, corporate, military
? governance and quality control
? effectiveness measures, recognition
? faculty satisfaction
? institutional rewards, accountability, advancement
? evaluation and personal reflection serve as the catalyst for the next round of improvements that will be made to the course.
Faculty members are motivated by intellectual challenges and meaningful incentives.
TOMORROW'S PROFESSOR(SM) MAILING LIST
TP Msg. #740 Faculty Performance Reviews
"There are three prerequisites for effective faculty performance reviews: setting expectations, establishing clear guidelines, and establishing performance criteria and standards."
Faculty Performance Reviews
By Theodore H. Curry
Director of the Graduate School of Labor and Industrial Relations of Michigan State University.
Executive Summary
This briefing is intended primarily for department chairs and other unit administrators responsible for regular faculty performance reviews. It offers an overview of faculty performance reviews in the broader context of faculty development at the unit level and provides guidance for academic administrators on conducting reviews and writing appraisals.
An archive of all past postings can be found at:
http://ctl.stanford.edu/Tomprof/index.shtml
http://www.ascd.org/publications/books/2003pajak/chapter1.html
Clinical supervision in education involves a teacher receiving information from a colleague who has observed the teacher's performance and who serves as both a mirror and a sounding board to enable the teacher to critically examine and possibly alter his or her own professional practice. Although classroom observations are often conducted by university supervisors or principals, clinical supervision is increasingly used successfully by mentor teachers, peer coaches, and teacher colleagues who believe that a fresh perspective will help to improve classroom success.
Despite many variations that have been proposed over the years, the basic five-stage clinical supervision sequence suggested by Goldhammer (1969) remains most widely known. The tasks of the teacher and the supervisor during each stage and key questions that both ought to consider are summarized below.
Stage 1 - Pre-observation Conference
Teacher's Task: To mentally rehearse and orally describe the upcoming lesson, including the purpose and the content, what the teacher will do, and what students are expected to do and learn.
Clinical Supervisor's Task: To learn about and understand what the teacher has in mind for the lesson to be taught by asking probing and clarifying questions.
Questions to Consider: What type of data will be recorded (e.g., teacher questions, student behaviors, movement patterns)? How will data be recorded (e.g., video or audio recording, verbatim transcript, anecdotal notes, checklist)? Who will do what in the subsequent stages?
Stage 2 - Classroom Observation
Teacher's Task: To teach the lesson as well as possible.
Clinical Supervisor's Task: To record events occurring during the lesson as accurately as possible.
Stage 3 - Data Analysis and Strategy
Teacher's Task: To help make sense of the data (if directly involved in this stage).
Clinical Supervisor's Task: To make some sense of the raw data and to develop a plan for the conference.
Questions to Consider: What patterns are evident in the data? Are any critical incidents or turning points obvious? What strengths did the teacher exhibit? Were any techniques especially successful? Are there any concerns about the lesson? Which patterns, events, and concerns are most important to address? Which patterns, events, and concerns can be addressed in the time available? How will the conference begin? How will the conference end?
Stage 4 - Conference
Teacher's Task: To critically examine his or her own teaching with an open mind and to tentatively plan for the next lesson.
Clinical Supervisor's Task: To help clarify and build upon the teacher's understanding of the behaviors and events that occurred in the classroom.
Questions to Consider: What patterns and critical incidents are evident in the data? What is the relationship between these events and student learning? Were any unanticipated or unintended outcomes evident? What will the teacher do differently for the next class meeting (e.g., new objectives, methods, content, materials, teacher behaviors, student activities, or assessments)?
Stage 5 - Postconference Analysis
Teacher's Task: To provide honest feedback to the clinical supervisor about how well the clinical supervision cycle went.
Clinical Supervisor's Task: To critically examine his or her own performance during the clinical supervision cycle.
Questions to Consider: Generally, how well did the clinical supervision cycle go? What worked well? What did not work well? If you could do it again, what would you do differently? What will you do differently during the next clinical supervision cycle?
Four Families of Clinical Supervision
Original Clinical Models. The original models proposed by Goldhammer and Cogan offer a blend of empirical, behavioral, phenomenological, and developmental perspectives. These approaches emphasize the importance of collegial relationships with teachers, cooperative discovery of meaning, and development of unique teaching styles.
Artistic/Humanistic Models. The perspectives of Eisner and Blumberg are based on aesthetic and existential principles. These approaches forsake step-by-step procedures and emphasize open interpersonal relations and personal intuition, artistry, and idiosyncrasy. Supervisors are encouraged to help teachers understand the artistic and expressive richness of teaching.
Technical/Didactic Models. The approaches to clinical supervision proposed by Acheson and Gall and by Hunter draw heavily on findings from process-product and effective teaching research. These approaches emphasize techniques of observation and feedback that reinforce certain "effective" behaviors or predetermined models of teaching to which teachers attempt to conform.
Developmental/Reflective Models. The models of Glickman, Costa and Garmston, Zeichner and Liston, Garman, Smyth, and Waite are sensitive to individual differences and the social, organizational, political, and cultural contexts of teaching. These authors call on supervisors to encourage reflection among teachers, foster growth, and promote justice and equity.
Adapted from Pajak (2000)
http://www.ncela.gwu.edu/pubs/symposia/second/vol1/evaluating-discussants.htm
as David Berliner (1984) states, that teaching is a constant stream of decisions, and any teacher behavior used is the result of a decision, either conscious or unconscious, then as educators working with teachers, we need to understand how to help teachers make the decision that will promote maximum student learning. By looking at the work of many researchers in the field of education, such as David Berliner Teacher "Executive Processes," Madeline Hunter "Teaching as Decision Making," Robert Goldhammer "Clinical Supervision," Art Costa and Bob Garmston "Cognitive coaching," and many more, (the authors referred to advisers being in-serviced in the cognitive coaching model as well as others), we can begin to understand how an individual can become an autonomous teacher -- teachers who:
* Act With Intentionality
* Generate and Choose from Alternatives
* Use Precise Language
* Take Responsibility
* Monitor, Reflect Upon, and Learn From Experience
* Align Behaviors with Values
* Activate Community
Let's look at Profiling the Teacher (see Appendix A) and the myriad of components that go into the profile. By looking at this, it can be said that "Effective supervision is defined as a set of strategies designed to enhance the teacher's perceptions, decision, and intellectual functions," (Costa, p.17, 1991).
Educational Administration and Supervision
http://www.mhhe.com/socscience/education/edadmin/resources.html
From Students of Teaching to Teachers of Students: Teacher Induction Around the Pacific Rim - January 1997
Selected Findings of the Study
http://www.ed.gov/pubs/APEC/findings.html
"direct instruction" and Madeline Hunter's system of clinical supervision.
Clinical Supervision
http://www.christopher-gordon.com/Authors/pajak.shtml
Heath
Review all links, articles - current, replace
New information - fresh ideas, more research based
Activities - individual, group, time on task
Real time
Media
? sloan best practices - online teaching - students do work
? oldaily - supervision, assessment
Activities
Post discussion question and moderate/facilitate discussion based on ? reading ? find article
Which of these two statements fits your online teaching?
o Interaction among students, between facilitator and learners, and between the learners and the learning materials, (including the larger community on the WWW) as managed by the instructor makes or breaks the class.
o There's too much focus on the class in this statement. The class no longer exists. What's important is the skill attained and the ability to track the processes users used to attain it and then streamline that for later use and improvement.
http://artofknowledge.blogspot.com/
Faculty Mentors
Intended to enhance the profession of college teaching, this site culls links to resources of links to collecge teachers, for example, weekly tips, research tools, lists of bloggers. Based in central Texas. By Mentor, August 1, 2004
http://facultymentor.blogspot.com/
VT - new since 7/28
Effective Practices for Faculty Satisfaction http://www.aln.org/effective/SortByFacultySat.asp lots of good ideas, including some institution level info that would extend to or impact faculty supervision
Effective Practices http://www.aln.org/effective/viewlastEP.asp - categorized and sorted by learning effectiveness, cost,
> activity - access site, select one of the practices, describe supervision/assessment
Faculty mentors as online Cyber-Celebrities and guest speakers
Key practice: Orientation and training for online instruction
The University of Massachusetts Lowell uses veteran online faculty as Cyber-Celebrities and guest speakers to interact and share their experiences with faculty new to online teaching and course development. -- more...
Supporting Online Adjunct Faculty: A Virtual Mentoring Program
Key practice: Orientation and training for online instruction
Virtual Mentoring is a model of support for online adjunct faculty that can positively affect the quality of instruction, student learning outcomes, and program cost-effectiveness. Virtual Mentors provide instructional and technical support to new online adjuncts, lead them through an orientation program, and serve as liaisons between new adjuncts and Virtual College staff. -- more...
>> differences in the preferred teaching styles across institutions Each online program has its own focus, preferred pedagogy, and policies and procedures.
> activity - describe institution/organization s focus, preferred pedagogy, preferred teaching style, the institutional definition of online teaching
http://www.ascd.org/ Typical Web hot spot: Association for Supervision and Curriculum Development
> activity - have students find hot spots on supervision
http://www.kmadvantage.com/docs/km_articles/Storytelling_in_Organizations.pdf
Storytelling in Organizations: The power and traps Sharing experiences through stories is emerging in various professions as a powerful
way to exchange and consolidate knowledge. Research suggests that sharing experiences though narrative builds trust, cultivates norms, transfers tacit knowledge, facilitates unlearning, and generates emotional connections. This brief aims to look closely at the
power of storytelling and compare it to other ways knowledge can be exchanged in organizations. This brief argues that successful use of stories hinges on choosing the appropriate story-moments and being clear on the knowledge sharing goals. In conclusion, the authors share suggestions from the literature on how to best design, tell and listen to stories in knowledge-sharing situations in organizations.
Professional Portfolio Development Guide
http://www.edu.uleth.ca/fe/ppd/sec1.html
A useful resource for understanding and creating portfolios.
A professional portfolio is a record of goals, growth, achievement, and professional attributes developed over time and in collaboration with others. A portfolio illustrates goals and development over time, and not simply the highest level of achievement. For teachers, a professional portfolio is a thoughtfully organized collection of artifacts that illustrates professional status, pedagogical expertise, subject matter knowledge, knowledge of learning processes, and professional and personal attributes that contribute to teaching. The professional portfolio itself is the product of, and cannot be separated from, the reflection and assessment processes required to produce it.
Throughout this guide, the term professional portfolio is intended to connote a fusion of processes and product. Portfolio development involves the complex processes of self and collaborative evaluation. These include the somewhat cyclical processes of goal setting, reflecting upon growth, and recognizing achievement, followed by further goal setting to facilitate continued professional development. Portfolio development also requires decision-making and analysis concerning the selection and arrangement of the artifacts to be included as well as the development of presentation skills to facilitate communication concerning professional development.
Topic 3
Defining Effective Participation http://www.aln.org/effective/details3.asp?LE_ID=18
Electronic Portfolios... http://www.aln.org/effective/details2.asp?ACC_ID=46
Introduction to Course... http://www.aln.org/effective/details3.asp?LE_ID=21
Courselets http://scpd.stanford.edu/SCPD/courses/courselets/pressRel.asp
The Interactive Syllabus http://ts.mivu.org/default.asp?show=article&id=1017
Preparing for Interaction in an Online Course http://etatmo.missouri.edu/resources/teachtool/preparinginteraction.htm
Using Peer Assessment... http://www.usdla.org/html/journal/JAN03_Issue/article04.html
Socio-Technical System Advancements... http://www.usdla.org/html/journal/JAN03_Issue/article03.html
MIT "OpenCourseWare" sites
http://ocw.mit.edu/index.html
Professional Development article Treating Teachers as Professionals with accompanying video. http://glef.org/TSD/treating.html
By Stephen Downes
July 28, 2004
Constructivism Versus Objectivism: Implications for Interaction, Course Design, and Evaluation in Distance Education.
http://www.cait.org/vrasidas/continuum.pdf
Good overview and introduction to the debate between constructivism and objectivism. Drawing from the description in this paper allows me to draw the distance between my own thought and constructivism.
1. Constructivist: "There is a real world that sets boundaries to what we can experience. However, reality is local and there are multiple realities." My position: there may be a real world, but my experience of it is personal and may be only partially commensurate with the experiences of others.
2. Constructivists: "The structure of the world is created in the mind through interaction with the world and is based on interpretation. Symbols are products of culture and they are used to construct reality." My position: my understanding of the world is not so much a product of interpretation as it is a reflection; I do not 'interpret' experience, I filter it and recombine it.
3. Constructivists: "The mind creates symbols by perceiving and interpreting the world." My position: symbols are the consequence of successive abstraction along one or more dimensions of experience; this abstraction is typically a passive process rather than an act of intention.
4. Constructivists: "Human thought is imaginative and develops out of perception, sensory experiences, and social interaction." My position: social interaction is only a subset of sensory experience and not a different kind of experience; imagination is the reflection and recombination of (filtered) experiences.
5. Constructivists: "Meaning is a result of an interpretive process and it depends on the knowers' experiences and understanding." My position: 'meaning' is the property assigned to observable communicative entities (such as words) and is exhibited (and understood) solely through one's use of such entities.
In summary, from my perspective, constructivism is a kind of homonculus theory; instead of talking with the person outside, it posits a little person inside the mind who performs all those incredible intellectual feats that objectivism ascribes to the whole person. But it is no less miraculous to say that a person's mind 'constructs reality' than to say that a person constructs reality, and no more explanatorily potent. The mind isn't a little computer with pre-designed routines designed to build internal (symbolic) representations. More on constructivism. By Charalambos Vrasidas, Summer, 2000 [Refer][Research][Reflect]
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Online Teaching Cases
... and maintained under the supervision of the ... All published BrighamRAD teaching cases
have undergone ... URL is http://brighamrad.harvard.edu/education/online/tcd/tcd ...
brighamrad.harvard.edu/education/online/tcd/tcd.html
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