From Super Vision to Teacher's Vision

FROM “SUPER VISION” TO TEACHER'S VISION Mariana Porta Leonardo Castelluccio

Fact: Directors and Coordinators need to ensure the quality of the teaching taking place in their institutions.

The question: How can that responsibility be assumed without falling into vertical models of supervision?

Facts: Three reasons to implement a different teacher development program: ,[object Object],[object Object],[object Object]

Goal: a program that implements… ,[object Object],[object Object],[object Object],[object Object]

A paradigm for participation ,[object Object],[object Object],[object Object]

POSSESSIONS What do I have? POWER What can I do? VALUE How am I recognized ? 3 Parameters to analyze life at work:

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object]

Why is it hard to implement participation? ,[object Object],[object Object],[object Object],[object Object],[object Object]

A three step approach towards participation: Begin with yourself Develop tools and Explore Collect data and reflect

A three -step approach towards participation: ,[object Object],[object Object]

A three- step approach towards participation: ,[object Object]

TO PRACTICE FROM THEORY TOWARDS A NEW KIND OF ACADEMIC MANAGEMENT

COMPONET 1 : CROSS VISITS ,[object Object],[object Object],[object Object]

Form: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

A sample of a teacher’s feedback on cross-visiting “ I think of cross visiting as a gain. Doing this will help me gain more ground on grammar presentation. All in all, I’m really happy to have that opportunity to visit her.”

COMPONENT 2: REFLECTING UPON CAREER STAGES ,[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

1-8 SURVIVAL 9-16 CONSOLIDATION 17-23 RENEWAL 24-30 MATURITY Source: Lilian Katz The Developmental Stages of Teachers http://ceep.crc.uiuc.edu/pubs/katz-dev-stages.html

Will teachers think reflecting upon career stages is worth doing? Some of our teachers left their comments about this in our blog

COMPONENT 3 : DATA PROCESSING AND DRAWING CONCLUSIONS ,[object Object],[object Object],[object Object],What kind of teacher do we aim at?

We want ACTIVE teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

DYNAMIC AND PARTICIPATORY ACADEMIC MANAGEMENT AUTHORITATIVE AND STATIC MANAGEMENT

As directors and coordinators we need to: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Preliminary conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

From Super Vision to Teacher's Vision

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From Super Vision to Teacher's Vision