By Jane E. Pollock
Ultimately, a consultant that specializes in the true crux of instructor supervision: how inexperienced persons are studying. utilizing the six-part instructing Schema for grasp freshmen brought within the ASCD best-seller enhancing scholar studying One instructor at a Time, Jane E. Pollock and Sharon M. Ford assist you support academics make the perfect changes within the parts that experience the main impression on pupil fulfillment: curriculum, guide, review, and suggestions practices.
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Extra resources for Improving Student Learning One Principal at a Time
This wouldn’t be just any observation, either. Noelle was using the Teaching Schema for Master Learners in her planning, and she had asked me to reference the same tool when observing her lesson. I had heard the Schema described in the teacher in-service workshop, but this would be my first time using it as a supervisor. As I bustled in the door with laptop under my arm, I realized I was not sure where I had saved the document for the Schema on my laptop. Noelle and the students had already started the lesson.
When working with teachers, we remind them that if they do not clearly identify the content targets for a lesson, students will set their own—and these are unlikely to relate to math, music, or mythology. Neurologist and educator Judy Willis (2006) writes that when students are prompted to know what to expect, the “result is greater attention, connection, and memory retention” (p. 41). After setting the goal (G), the teacher should help students “fire their neurons” by using strategies such as physical representations, open-ended questions, cues, or novelty to engage them and prepare them for the learning ahead; we call this process “accessing prior student knowledge” (A).
For probationary teachers, this feedback provided some direction for their own development and set benchmarks for retaining their jobs. For veteran teachers, this feedback was a relatively benign way of pointing out a few areas for professional growth. We decided to adopt this format for summative reports on teacher observations. How did that work out? Some teachers readily accepted the feedback and sought ways to improve in the designated areas. More often, though, teachers either argued that they were already “outstanding” in those areas or set about to prove the principal wrong by showering him or her with artifacts, parental letters of praise, or classroom activities to which the principal was invited.
Improving Student Learning One Principal at a Time by Jane E. Pollock