Post on 21-Dec-2014
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Supervision and Technology
“Teaching, by definition, is an activity that is observed. It is only recently, however, for teachers… to be observed by
people other than those being taught”(McMahon et. al., 2007, p. 2)
Reasons for Observations
Formative Observation is used… To help improve your teaching To highlight trouble areas To highlight strategies that work To provide extra support to teachers
Summative Observation is used… To check that you have met the minimum expectations To meet “externally imposed, uniformly applied measure,
intended to judge all teachers on similar criteria to determine their worthiness, merit and competence as employees”(Glickman et. al., 2010, p.238)
Types of Observations
Self Through utilizing
technology (such as video camera) teachers may continually self observe and reflect
Helpful to develop “reflection-on-action” throughout a teaching career
Self-reflect on what went well and what did not work
Use reflection to improve instruction
Peer Teachers take turns
observing each other in person and utilizing technology
Engage in “non-judgmental constructive feedback” (Gosling, 2002, p.5)
Mutual reflection on the part of both the observer and the teacher
Administrator Responsible for
both:
Formative
Summative
Role of both:
Evaluator
Coach
Limited time can lead to generalized or incorrect assessments
Using Video Cameras
Video cameras can be used… By teachers for self-reflection By teachers for an absent
supervisor By an observing administrator
who is present
Video cameras are inexpensive and effective tools to observe and evaluate teachers and lessons.
Equipment Needed
Video camera (analog or digital)
Recording media
Tripod
Optional
Portable microphone
Why Should We Use Video Cameras for Observation?
Video cameras can be used as a form of less intrusive observations.
Often it is difficult for supervisors to play both the role of the mentor and evaluator.
Camera can be used as an “outside source” to look at a lesson and teacher objectively.
Efficient form of observation on a large scale.
“Videotaping a classroom captures the closest representative picture of actual occurrences.” (Glickman et al, 2010, p.242)
A Case For Video Cameras in Formative Assessments
Video Cameras for Making Annotations in Summative Evaluations
When video cameras are utilized, they allow an administrator to record and comment during a lesson. They may then review the footage to mark a
teacher fairly.
When performing a summative observation of a teacher, it
can be difficult to fully evaluate and to “check all the boxes”, even over multiple visits
Teachers can set up and record their own lessons. Administrators may then view during free time and permits review of concurrent classes.
Administrators have limited amount of time to perform summative evaluations
PROBLEM:
PROBLEM:
Solution
Solution
Bug-in-Ear Technology
Novice or struggling teachers improve their teaching through the use of a small “bug” or speaker placed in the ear
Corrections to instruction can be made immediately through well-timed cues and dialogue
Supervisor can be in the room or observing via a video camera from thousands of miles away
Traditional Forms of Observation and Delayed Feedback
Bug-In-Ear Technology – Immediate feedback
Skype and Bug-In-Ear Technology
Use of two-way communication.
Skype – a type of online calling with a webcam. This can be utilized by teachers and supervisors (the supervisor can be far away!). Webcam and microphone may be used for supervisor to observe and guide the teacher.
Supervisor can give well-timed comments, directions and praise to guide teachers.
Example of Skype and Bug-in-Ear Guiding Dialogue
Equipment and Training Needed
One-way radio ear bud OR Bluetooth/wireless microphone and headset
Computer (Skype installed) with webcam for non present supervisor (optional)
Equipment
Training For teachers unfamiliar with Skype, a 30 minute
introduction may be needed Teachers and supervisors should agree on the
type and length of feedback before a session
Hand-Held Devices
School administrators can record observations on their handheld devices.
A diverse range of application allow for quick note-taking and recording Software is compatible with several hand-held
devices (such as the Blackberry and iPhone) Reports can be uploaded onto the internet for quick
transfer of information
iPad for Walkthroughs
iPad has several tools useful for walkthroughs Newly created Teacher Observation App
includes synchronization, scheduling, customizable rubrics, and reporting
Can be used for diversified functions such as: Note taking Diagrams and drawings Photographs and recording
All data is stored digitally and can be transferred to a computer
References Bruce, B. C., & Reynolds, A. (2009). Technology in Docklands education: using scenarios as guides for teaching and
research. Educational Studies (03055698), 35(5), 561-574. doi:10.1080/03055690902880216.
Giebelhaus, C. R. (1994). The bug-in-the-ear device: an alternative student teaching supervision strategy. Retrieved from EBSCOhost.
Gosling, D. (2002) Models of peer-observation of teaching. Learning and Teaching Support Network, Generic Centre. Retrieved From: www.heacademy.ac.uk/resources
Glickman, C., Gordon, S. & Ross -Gordon, J. (2010). Supervision and instructional leadership: A developmental approach (8th Edition). Boston: Pearson Education, Inc.
Hamid, B., & Azman, H. (1992). Adapting the six category intervention analysis to promote facilitative type supervisory feedback in teaching practice. Retrieved from EBSCOhost.
Jarvis, D. K. (1973). Videotape recording as a supplement to in-person supervision. Retrieved from EBSCOhost.
McMahon, T., Barrett, T., & O'Neill, G. (2007). Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499-511. doi:10.1080/13562510701415607
Paese, P. C., & Hodge, G. (1990). The use of systematic observation by a public school supervisor: does it make a difference?. Retrieved from EBSCOhost.
Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., & Zigmond, N. P. (2009). See me, hear me, coach me. Journal of Staff Development, 30(3), 24-26,. Retrieved from EBSCOhost.
Thomson, W. (1992). Using videotape as a supplement to traditional student teacher supervision. Retrieved from EBSCOhost.