WSU-Puyallup EdAd 516 September 25 Class Notes

Washington State University
Puyallup Campus
Fall Semester 2014
Ailene M. Baxter, Ed. D.
Director of Human Resources, Puyallup School District
EDAD 516 WSU-Puyallup
Fall, 2014

Fall, 2014

What do you know and or believe
about leadership and the supervision
Fall, 2014
of instruction?

Fall, 2014
 What does this story cause you to think
about?
 What are the messages for you as a leader?
 How might you use this story with your
“classroom”?

 Norms
 Goals, Outcomes, and Assessments
 Purpose
 WCEAP Common Performance Task Guide:
Fall, 2014
Standards 2A and 2B
 Course Objectives
 Course Assignments
 Expectations for completion/grading

Fall, 2014
 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”
 Prerequisites: (Figure 1.2)
 Knowledge
 Interpersonal skills
 Technical skills

Fall, 2014
 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
 Effective, innovative, and transformative pro dev.
 Inquiry and action cycles
Fall, 2014

 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, 2014

FINAL THOUGHTS:
“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, 2014

 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?

 Glickman:
 The Norm...Traditional Schools
 The Dynamic School
 Why are traditional schools the way they are? How does this
differ from dynamic schools?
 Fullan:
 Choosing the Wrong Drivers for Whole System Reform
 “The key to system-wide success is to situate the energy
of educators and students as the central driving force.”
 What are the right drivers, and why are they effective?

 Silently, think about a time in which you were learning
and felt capable, creative, and joyful at the same time:
When did this occur?
With whom, where, when, and under what conditions?
 Share your experience with a partner:
Focus on those conditions that led you to feel creative, capable,
and joyful.
 Share out and chart as a large group:
 What does this mean with respect to creating classrooms or
environments in which ALL students feel motivated to learn?

 In small groups: (Chapter 2)
 Establishing Inclusion: How do we create or affirm a learning
environment in which we feel respected by and connected to
one another?
 Developing a Positive Attitude: How do we create or affirm a
favorable disposition toward learning through personal
relevance and student volition?
 Enhancing Meaning: How do we create engaging and
challenging learning experiences that include student
perspectives and support civic participation?
 Engendering Competence: How do we create or affirm an
understanding that students have effectively learned
something they value and perceive as authentic to the real
world?

The Motivational Framework for Culturally Relevant Teaching*
Attitude
Choice
and
Personal Relevance
Inclusion
Respect
and
Connectedness
Competence
Authenticity and
Effectiveness
Meaning
Challenge
and
Engagement
*Source: Adapted from Ginsberg & Wlodkowski (2009, p. 34).
Routines and rituals are
present.
Respectful learning and
interactions occur.
Students are comfortable.
The teacher treats all
students respectfully and
fairly.
Students’ lives and cultures
are represented.
Classes are taught with
students’ experiences,
concerns, or interests in
mind.
Students make choices
related to learning that
include experiences,
needs, values, and
strengths.
Students are able to
voice their opinions.
There are clear criteria for
success.
Grading policies are fair to
all.
Performances and
demonstrations have real-world
connections.
Assessment takes into
account students’
perspective; there are
multiple ways to reach
standards.
Student participation is
active; they are
challenged.
Questions go beyond
facts and encourage
different points of view.
The teacher builds on
what students know.
The teacher respectfully
encourages high-quality
responses.

 Moving beyond traditional walk-throughs...
 Deeper look at schooling through the eyes of a single
student
 Greater Clarity about instructional and curricular
practices including supports that exist or don’t exist
 Opportunity to explore conventional & unconventional
ways of collecting data that may be generalized across the
school
 Gain insight & perspective on a student’s experience of
being in school
 Ideas for instructional and school improvement
 Implications for leaders at all levels of the system as
willing adult learners

 As you think about shadowing a student, what do
you want to learn and why? (This will help you define your inquiry question)

 Skype Interview with Margery Ginsberg:
 What questions do you have for her regarding the
Motivational Framework, Culturally Responsive Teaching,
and/or Shadowing a Student?
 Facilitator?
 Reread/Deep Read: Chapter 3
 Work Session: Planning the shadowing experience

 Drivers: leading with accountability is not the best way
to get accountability, let alone whole system reform.
 Intrinsic motivation, instructional improvement
teamwork, and “allness” are crucial elements of whole
system reform.
 Motivation is foundational to learning; students who
feel unsafe, unconnected, and disrespected are often
unmotivated to learn.
 A strengths-focused orientation to teaching and
learning is foundational to student success within and
across demographically diverse student groups.

Given your experience with schools and schooling,
what is resonating with you thus far? What are you
wrestling with?

“This is the value of the teacher, who looks at
a face and says there’s something behind that
and I want to reach that person, I want to
influence that person, I want to encourage
that person, I want to enrich, I want to call out
that person who is behind that face, behind
that color, behind that language, behind that
tradition, behind that culture. I believe you
can do it. I know what was done for me.”
-Maya Angelou

 Welcome
 Video Conference with Margery Ginsberg
 Quick Reading Review
 In Yassir’s Shoes
 Sam Palmer
 The Farah Case Example
 Work Session:
 Preparing for the Shadowing Experience
 Video (part deux)
 Post Shadowing Reflection and Write Up
 Wrap Up

While shadowing will not dismantle the complicated
infrastructure of educational systems, it CAN
illuminate problems of everyday practice that re
within the spheres of influence of many educators.

 Sharing out of plans
 Pulling all the pieces together
 What questions or concerns remain?

“The road was new to me, as roads
always are, going back”
-Sarah Orne Jewett (2009) in Ginsberg

 Theme:
 Static vs. Dynamic
 Concept of “Inertia”
 How does adult learning fit with
this?

 Do Kids Really Want to Learn?
 Progress, problem-solving, and check
in on Shadowing
 What about those Puyallup Intern
meetings?

DYNAMIC SCHOOLS
 Shared Leadership
 Cause beyond Oneself
 Professional Development
 Positive Learning Climate
 Authentic Curriculum,
Instruction, and Assessment
 Democratic (Inclusive)
 Inquiry
 Culturally Responsive
 Partnership and Networks

 Andragogy
 Self-Directed Learning (SDL)
 Transformational Learning
 Experience and Learning
 Holistic
 Stage Theories
 Life Cycle and Transition
 Socio-Cultural: Role of Race and Ethnicity

 Discussion:
 Why is it important for a supervisor (principal or program
administrator) to know about adult learning and
development?
 What are the most important things for you as a
supervisor (principal or program administrator) to know
about adult learning and development?

 Fullan:
“Many decisions about the kinds of educational innovations
introduced in school districts are biased, poorly thought
out, and unconnected to the stated purposes of education.”
 Glickman:
“Many supervisors treat teachers as if they were all the
same, rather than as individuals in various stages of adult
growth.”

 Mezirow (2000) and Brookfield (2009)
...In order to learn and grow, teachers need to participate in a
continuous cycle of collaborative activity and reflection on
that activity and the need to develop the powers of critical
thinking.
 Drago-Severson (2004, 2007, 2009) “Pillar Practices”
 Encouraging teaming and partnering within and outside of
school
 Fostering teacher-leadership
 Promoting inquiry
 Mentoring

 Figure 4.1
 Implications for Instructional Supervision, 1-11

 Standards for Professional Learning
 How do these concepts align with your
experiences?

Glickman:
“Teacher or adult development is not monolithic,
linear, or eternal. The research on developmental
stages provides lenses for viewing teachers
individually and collectively as to their current levels of
thinking and commitment. Through such lenses we
can explore possible interventions to assist teachers
individually and collectively to move to higher stages
of development.”

What ways do you see that knowledge of adult
development might be applied in the supervision and
professional development of teachers?

 Shadowing Reflections and Presentations
 Chapter 5-Glickman: Reflections on Educational
Beliefs, Teaching, and Supervision
 Ginsberg: Authentic Roles and Practices for
Culturally Responsive Teaching
 Focused Write/Draft: Platform of Educational
Beliefs

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