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

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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.