Edad 516 2015

Washington State University
Puyallup Campus
Fall Semester 2015
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2015

Fall, 2015

Fall, 2015
1. What’s one thing interesting you read or saw
(related to your work) in the last few weeks
that left an impression on you?
2. At first glance what’s one thing a principal or
supervisor might not know about your school
or classroom?
3. What’s one thing you hope to learn in the
next 12 weeks?

Fall, 2015
What do you know and or believe
about leadership and the supervision
of instruction?

Fall, 2015
 Norms
 Goals, Outcomes, and Assessments
 Purpose
 WCEAP Common Performance Task Guide:
Standards 2A and 2B
 Course Objectives
 Course Assignments
 Expectations for completion/grading

Fall, 2015
Calendar changes:
September 9-No class opening of school
September 30-need to move to T or Th
October 7-Trade for Ginsberg Inservice on 10/9
November 11-Veterans Day observed. Trade for
Olympia visit 11/12
November 26-No class, Thanksgiving holiday

Fall, 2015
 Theoretical framework
 Broader look at supervision
 Built on a clinical model

 SuperVision: A New Name for a New Paradigm
 Supervision and Moral Purpose
 ”Democratic Spirit” (p. 13)
 Prerequisites: (Figure 1.2)
 Knowledge
 Interpersonal skills
 Technical skills
Fall, 2015

Fall, 2015
 Foundation in intrinsic
motivation
 Cultural relevancy
 Grounded in inquiry-based
practices

 Who gets left behind?
 Interrupting deficit thinking about student potential
 “All children ARE learners”
 Culturally responsive teaching
 Culturally responsive teaching through the lens of intrinsic motivation
Fall, 2015

 Culture and motivation are inseparable influences on learning
 Motivated teachers tend to have motivated students
 Transformative learning: learning experiences that can change beliefs
and perspectives of educators
 Language choice not only represents how we think, it influences how
we think and act.
Fall, 2015

 Glickman (p.13) states,” Educators are the primary stewards of the
democratic spirit. The total of our efforts is far greater than the
particulars of our job.”
 Ginsberg reminds us that motivated teachers have motivated learners
and that the whole activity of education is ethical and political in
nature (p.5).
 What type of society do we desire?
 What type of educational environment should supervision promote in order to
move us toward the society we desire?
Q: As a teacher and emerging leader, what are your core values?
(2 minute elevator speech)
Fall, 2015

 Book Study Protocol (244)
 Groups of 4
 Everyone reads the introduction
 Identify a chapter to examine from 3-6
 Read your designated chapter, peruse the headings. Find a procedure that is
relevant to you. Read this section twice: first for your general understanding and
second to apply an idea to your own work.
 Develop a 10 minute presentation for your small group that
 Provides an introduction
 Lists topics that caught your attention
 Involves your group in deeply examining one procedure or topic that appears to be
particularly relevant or interesting.
 Allow time for comment or feedback
Fall, 2015

“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)
Fall, 2015
FINAL THOUGHTS:

In recognizing the humanity of
our fellow beings, we pay
ourselves the highest tribute.
Thurgood Marshall
Fall, 2015
SEPTEMBER 2, 2015:

The best of blogs, print,
media…
Fall, 2015
OPENING

With an elbow partner:
• Briefly review the responses to last
week’s prompt
• Discuss major ideas and themes that
emerged…
Fall, 2015
From last weeks reflective prompt:

This I Believe…
Fall, 2015
From last weeks reflective prompt:

From Excited to Learn
 Thoughts/understanding from the introductory
chapter
 Book Study Presentations
 10 minute presentation from your selected chapter:
 Provide an introduction to your concept-
Inclusion/Attitude/Meaning/Competence
 What topics caught your caught your attention?
 Involve your group in deeply examining one procedure or topic
that appears to be particularly relevant or interesting. Think about
how this could inform your work.
 Allow time for comment or feedback
Key ideas/take-aways?
Fall, 2015
Small Groups:

Chimamanda Ngozi Adichie:
The Danger of a Single Story
https://www.youtube.com/watch?v=D9Ihs241zeg
Fall, 2015
CLOSURE:

Glickman:
Chapters 2-3:Traditional Schools v. Dynamic Schools
2: Questions 1,3,4
3: Questions 1,2,4
Fullan:
Choosing the Wrong Drivers…
Reflective Prompt
Fall, 2015
For September 16:

Stories become “testaments,”
old or new, that choreograph
the life of the community.
Stephen Larsen (2001)
in Pace Marshall, Stephanie, (2006)
The Power To Transform
Fall, 2015
SEPTEMBER 16, 2015:

From Glickman, Chapter 2 & 3
 Groups: at least 1 colleague from a neighboring
district and 1 secondary person.
 Choose I of the questions:
 Ch 2: 1/3/4
 Ch 3: 1/2/4
 Review blog responses, discuss
 Record key ideas, take-aways
 Gallery Walk (3)
 Choose 1 person to report to the group
Fall, 2015
Small Groups:

From Glickman:
The norm…Traditional Schools
The goal…Dynamic Schools
Why are traditional schools the way they are? How
does this differ from dynamic schools?
From Fullan:
“The key to system-wide success is to situate the energy of
educators as the central driving force.”
What are the right drivers and why are they effective?
Fall, 2015

THE DANGER OF A SINGLE STORY:
 Insights
 Connections to the readings
 Connections to your work
Fall, 2015
Large Group:

For next week:
Chapter 3: Transformative
Professional Learning, Ginsberg
Fall, 2015

“The stories people tell have a way of taking
care of them. If stories come to you, care for
them. And learn to give them away where
they are needed. Sometimes a person needs a
story more than food to stay alive. That is why
we put these stories in each other’s memory
This is how people care for themselves. One
day you will be good storytellers. Never forget
these obligations.”
Barry Lopez, Crow and Weasel, (1990)
in Pace Marshall, Stephanie, (2006)
The Power To Transform
Fall, 2015

We do not make substantive
changes in the way we learn as
long as what we learn fits
comfortably within our existing
frames of reference.
-Mezirow (1997)
Fall, 2015
SEPTEMBER 23, 2015:

Dynamic Approach
 Inquiry design
 Action Research
 Context-based adult learning
 Outcomes can be unpredictable
Fall, 2015
SETTING THE STAGE FOR SHADOWING:

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
Transformative Professional Learning
Fall, 2015
TRANSFORMATIVE ADULT LEARNING:

 Generative:
Opportunity to examine and construct
new learning and teaching methods,
rather than to simply implement
prescribed ideas about “good
instruction.”
Fall, 2015
WHY THIS APPROACH?

Question and Answer with
Principal, Nancy Strobel…
Fall, 2015
GUEST SPEAKER

What shadowing is and why it is
important…
Discuss the list on page 35
Sam Palmer: p. 34
 How will you set up your inquiry
question?
 What data supports your focus?
Fall, 2015
WITH A PARTNER OR IN SMALL GROUPS

Discussion:
The Farrah example…
Fall, 2015

Reading: In Yassir’s Shoes
Reflective prompt:
Begin framing your inquiry question
What data (broadly construed) supports
your focus?
Fall, 2015
FOR NEXT WEEK

Ideas are worthless except as
they pass into action, which
rearrange and reconstruct in
some way, be it little or large,
the world in which we live.
-Dewey
In Pugh, 2011
Fall, 2015
CLOSURE

Our attitudes, beliefs, language, and actions
are shaped by our cultural assimilations:
 Culture and motivation are inseparable
influences on learning (Ginsberg, 2011)
 Diversity in educational contexts requires
constructive action to change ideas and
attitudes that perpetuate the exclusion of
underserved groups and significantly challenge
their motivation to learn (Ginsberg & Wlodkowski, 2009)
Fall, 2015
SEPTEMBER 29, 2015:

An Interview with Margery
Ginsberg
ASCD/Margery Ginsberg/ELVideoInterview
Fall, 2015
Cultural Norms

Student Shadowing: Work Plan
Fall, 2015
Small Groups

Chapter 5: Reflections on Educational Beliefs,
Teaching, and Supervision
What is needed is some firm footing in
principle…With a clearly defined platform, you
can begin to take a position relative to
educational practices, looking beyond surface
behavior to probe for real consequences of a
variety of school practices.
-Sergiovanni
Fall, 2015
REFLECTIONS…GLICKMAN

Where You Stand Depends on Where You Sit:
Questions as entry points for critical reflection,
p. 95
Part I: personal reflection
Part II: Small group
Fall, 2015
EFFECTS OF CULTURE ON BELIEFS…GLICKMAN

No class next week-Ginsberg training at ESD 113
Readings: The case for expertise…
Glickman - Chapter 5 and 6
Fink and Markholt- Introduction and Chapter 1
Reflection: This I believe…Now I believe
Fall, 2015
LOOKING AHEAD

No pessimist ever discovered the secrets
of the stars, or sailed to an uncharted
land, or opened a new heaven to the
human spirit.
-Helen Keller
Fall, 2015
CLOSURE

Edad 516 2015

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