RT 136 Chapter8 The Feedback Conference here.” he supervisory cycle— and other parts of the sup ; “ding ti the feedback conference—an E so . t teachers Faring ee Nonetheless finding time should be a major priority, given tha’ is no eas . > professional growth is at stake.

stablished a climate of mutual trust. i oals. determined the teacher’s concerns and self-improvement g' i iors and products. oals into observable behavio: ean obevato hee of classroom behavior to be recorded. * selected an observation instrument and types aaa drat ato boot discussed relevant contextual features of the classroom Sl! © discu served. i ional data. © collected and—if appropriate, summarized—the observationa. & back conference. Introduction 135 In the feedback conference itself, the supervisor and teacher review the accuracy of the observational data. Next, they interpret the data, looking for significant patterns—es- pecially those involving teacher behavior and its effect on students. They also try to ex- plain the patterns, possibly invoking values, beliefs, and formal theories of human behavior. Then, the teacher and supervisor make decisions about the next step s. These may in- volve trying alternative strategies, changing curriculum objectives, treating particular stu- dents differently, or setting goals to learn new instructional skills. Also, the teacher and supervisor might see the need for more observational data of the same or different sort. In fact, the feedback conference that completes one cycle of clinical supervision often initi- ates the planning phase of the next cycle. (Although planning can be initiated, we still rec- ommend a separate planning conference, however brief, shortly before the next classroom observation.) These procedures in the feedback conference are only useful if the supervisor’s pur- pose is to help the teacher become a reflective, self-regulating individual focused on personal professional growth. Unfortunately, this is not always true of actual clinical supervision, as we find in a research study conducted by Miriam Ben-Peretz and Sarah Rumney.’ They observed feedback conferences in Israeli teacher-education programs and discovered that the conferences were in most cases very one-directional, the teacher making comments and the trainee agree- ing. The majority of remarks concerned shortcomings of the student teachers. For in- stance, the teacher would say. ‘You should have taught this in a different way,’ or ‘I do not agree with your explanation of this word, or ‘Why didn’t you follow my instructions? Ben-Peretz and Rumney concluded from these and other research findings that, “ ating teachers perceive the student teachers not as novice professionals but as ‘s whose primary duty is to listen and learn?” It is helpful to keep in mind that preservice and inservice teachers will be on their own once the prescribed period of clinical supervision has ended. Teachers might listen to, and comply with, the supervisor’s directives and recommendations, but this does not mean that they will internalize them. For this reason, we believe it is best if the supervisor and teacher get “ on the same page” in terms of collecting and interpreting observational data. cooper- tudents’ For this to happen, the supervisor must understand how the teacher makes sense of classroom phenomena; conversely, the teacher must u isor” se- making. Additionally, both must come to a shared understanding and agreement _thaf the ulti al of cli eacher generate alternative instrac- ti nd test them in action. " Reaching these shared understandings in planning and feedback conferences requires <time, However, Ben-Peretz and Rumney found that feedback conferences led by cooper? ing teachers were quite brief. Ten to twenty minutes was the typical duration. Feedbaék conferences led by university supervisors were substantially longer (thirty to forty min- utes); there was also more reciprocal communication and more generation of alternative ideas for teaching. Although Ben-Peretz and Rumney’s research was limited to Israeli

fluence and Impact Giving autonomy to persons and groups oo Freeing people to “do their thing Expressing own ideas and feelings as one aspect of the group data Facilitating learning Giving orders Directing subordinates’ behavior Keeping own ideas and feelings “close to the vest” Exercising authority over people and organizations Coercing when necessary Teaching, instructing, advising Evaluating others Stimulating independence in d action Delenuting: siving full responsibility Offering feedback and receiving it Encouraging and relying on self-evaluation Finding rewards in the achievements of others Being rewarded by own achievements > Pp Pp d control. NT . wee Douglas McGregor’s Human Side of eo theory X and theory Y.° They are not oppos ‘ poles views about work—including teaching and obs a ae ement and the assumptions underlying it. Ty nived from research in the social sciences. Three basic assumptions of theory X are ggests two approaches to management, oles on a continuum but two different Theory X applies to traditional s based on assumptions de- isli i id it if Th age human being has an inherent dislike of work and will avoi 4. The aver possible. e of this hu * threatened with punishment to get them to put forth adeq achievement of organizational objectives. i i ibility, e human being prefers to be directed, wishes to avoid responsibility 3. The averag i 1. has relatively little ambition, and wants security above al i e an ick” tivation fits reason- i “ d the stick” theory of mo indicates that the “carrot an oe OE te alan theory X. External rewards and punishments are mu monn ee The oer ‘quent direction and control does not recognize intrinsic ' ms Theory Y is more humanistic and is based on six assumptions: i sh. and mental effort in work is as natural as play or re 1. The expenditure of physical ly means for bringing i the on 2. External controls and the threat of punishment are not i i ise self- iectives. Human beings will exercise sof obi h they are committed. izational o t effort toward organiza s. n ‘ineotion and self-control in the service of objectives to wh Notes 121 3. Commitment to objectives is a function of the rewards associated with their achievement. 4. The average human being learns, under proper conditions, not only to accept but also to seek responsibility, 5. The capacity to exercise a relatively hi creativity in the solution of organizatio tributed in the population. 6. Under the conditions of modern industrial life, th average human being are only partially utilized. gh degree of imagination, ingenuity, and nal problems is widely, not natrowly, dis- e intellectual potentialities of the McGregor saw these assumptions leading to superior—subordinate relationships in which the subordinate would have greater influence over the activities in his or her own work and also have influence on the Superior’s actions. Through participatory manage- Inent, greater creativity and productivity are expected, and also a greater sense of personal accomplishment and satisfaction by the workers. Chris Argyris,”° Warren Bennis,2” and Rensis Likert” cite evidence that a participatory system of management can be more ef- fective than traditional management. Likert’s studies showed that high production can be achieved by people- rather than production-oriented managers. Mor cover, these high-production managers were willing to delegate; to allow subordinates to participate in decisions; to be relatively nonpunitive; and to use open, two-way communication patterns. High morale and effective planning were also characteristic of these “person-centered” managers. The results may be applied to the supervisory relationship in education as well as to industry. There have been at least two theory Z candi broached in Abraham Maslow’s Nature.” The other dealt with when they were applied to pos circles, cooperative learning, influenced by those theories. dates in more recent years. One was posthumous publication, The Farther Reaches of Human the success of ideas from the 1930s in the United States twar Japan following WWII. Innovations such as quality participatory management, and shared decision making were NOTES 1. Shwartz, T. ( 1996). What really matters: Searching for wis- 7. Hersey, P. and Blanchard, K, (1982). Management of organi- dom in America. New York: Bantam Books. zational behavior: Utilizing human resources. Englewood Cliffs, 2. Bales, R. F. (1976). Interaction process analysis: A method NJ: Prentice-Hall. Jor the study of small 8roups. Chicago: Midway Reprint, Univer- 8. Gregorc, A. F. (1986). Gregore style delineator. Gregorc sity of Chicago Press, Associates. 9. Myers-Briggs: Quenk, N. L. (2000). Essentials of Myers- Briges type indicator assessment. New York: John Wiley & Sons. 10. Keirsey, D., & Bates, M. (1978). Please understand me. Del 3, Cattell; See Hall, Lindsey, and Campbell, (1997). Theories of Personality. New York: John Wiley & Sons. 4, Murray, Rorschach: See Buros, O. (1970-1975). Personality tests and reviews (Vol. 1 & 2). Highland Park, NI: Gryphon Mar, CA: Prometheus Nemesis Book Company. Press, : 11. Keirsey, D. (1998). Please understand me TT; Temperament, 5. Amidon, E., & Flanders, N. (1967), Interaction analysis asa character, intelligence. Loughton, UK: Prometheus Books. feedba¢k system. In Interaction Analysis: Theory, Research, and Applica’ ; ‘ 12. Goldberg, L. R. http://www.ori.org/scientists/goldberg. htm! ton (pp. 122-124). Reading, MA: Addison-Wesley. 6.8 . ; 13. Spaulding, R. I. (1967). A coping analysis schedule for edu- o lumberg, A, (1974). Supervisors and teachers: A Private cational settings (CASES). In A. Simon & EG. Boyer (Eds.), ‘var Berkeley, CA: McCutchan, 1974. Mirrors for behavior. Philadelphia: Research for Better Schools.

114 Chapter6 Styles of Interperson al Communication in Clinical Supervision idea to a different situation 18 but one example; pointing to a logical consequence 1S at other. ¥ araphrasing can be OV erdone if to 0 many responses are similar, or if they are inap ee ing 60 miles an hour,” her says, “The car was going . : ed. For example, if a teac . . m obile was ED atta much to respond, “What you are saying 1S a rat to communi- : vel a mile a minute.” An effective paraphrase must bea.g eer: idea shows cate that we understand what the other person 1s a 7 sane Of course, it can be pur- cee ood is pursuing the thougnt. . er heard, understood, and is pu x’s. Generally, ea ar it ceases to be the teacher's idea and becomes the observe sue wev Vv. y y i is rewarding. however, having a person ou respect use your idea is re zg 3 NS COMMUNICATION TECHNIQUE 3: ASK CLARIFYING QUESTIO ify the observer’s understanding , ften need to be probed to clarify ot The Fea teacher vink carefully about inferences and decisions. “Tell me what you eacher to th s nk. 0 1 nat oF “Can you say a little more about that?” are examples. So is mean by idence that... .” | waist Ae © maunoes if we do not clarify, miscommunication 1s ne result woroceeds z someone will say, “You're absolutely right! Moreover ao oh cv Pet SO eel i ht you said. ; t opposite of what you thoug, aid on Oe anal st teay of a case of not listening at all, but a clarifying question avoids u stra’ . : ; . \ understandings. ; . wees stions took place in a high schoo Anexample of paraphrasing and asking clarifying que o fill out anonymously. here the principal gave the faculty an administrator appraisal stactlty meeting, “What you ‘After analyzing the compiled responses, the principal said 5 & would like.” Several aeeatobe ling me in this survey is that I'm not as accessible as you we id look like?” an id almost in unison, “Could you tell us what "being eS a ome ‘drop-in’ we which the ptincipal replied: “Well, I'd keep my door open me = oan ewer it briefly ae And if you stopped me in the hall and asked a question, I'd try cnats. . tone 3? a way to a meeting. ; ant ane and Clarified his iatentions in public, he was destined to become i nced an a Mi sev eesible” in the next few months. Of course he had some help from wags “ T. ing, “ ible?” t resist asking, “Are you feeling accessi station fe veal veints ca be made with this example: (1) the ee pears oft into lech and-blood behavior; (2) the clarifying question checked the per

OMMUNICATION TECHNIQUE 1: LISTEN MORE, TALK LESS Many observers domi and objectives Saualnate oe conversation. The teacher has little chance to identify goal Teachers talk to stile . interpret information, or reach decisions about future acti ns. suspect) observers talk in os avenge) about two-thirds of the time they teach and (we about the same proporti ° € but too many obs proportion to teachers. The i i ervers do most of the talki is di : exact ratio varies . : ng. It is difficult , cerns in a co: A to attend to a t , nference or encourage a teacher’s plans for improvement when the obs ver observer g COMMUNICATION TECHNIQUE 2: ACKN AND USE WHAT THE TEACHER IS ave benABHBASES teacher’s conversation indi y w indicate that they are listeni ° ¢ listening. Accurate paraphrases al at "Using the each, p ‘0 sho that hey understand the teacher. Using the teacher’s ideas can be even more conv ncing than merel y i i y acknowledging (hearing) or par. aphrasing (compr ehending) them. Appl ing A 4 ALAS . ‘an

video recording multiple days of the intern’s teaching * posting and sharing the recorded lessons with the intern for his/ her review * having the intern’s students complete the YouthTruth survey, an instrument designed to assess student perceptions of their aetegirat reed Teach classroom experiences!s next steps cycle * areflection created by the intern of his/her te

Reflecti direct theit own lea. y OV tructure for dia nosin w

Instructional coaches see teachers as professionals and, therefore, as € partners in coaching, and they position teachers as the decision makers within the coaching process.

But, what if your trainer of trainers met you on your floor, got to know you, and really listened to and affirmed you? What if you became comfortable telling her where you wanted to im ore a the trainer of trainers worked with you, showed you exactly how to improve in your chosen area by working with your patients, and then watched you and gave you hel i pful suggestions and support unti easily do the new skill?”

“Coaching done well may be the most effective intervention designed for human performance”

Though we present the components in this order, they can be used in any order, as long as every lesson contains all four of them

Taken together, these theories suggest that learning occurs through interactions with others, and when these interactions are intentional, specific learning occ

build a trusting rela-tionship early on with beginning teachers. He does this in a number of ways—learning about their families, asking about their journey to teaching, and even finding out their favorite hot beverage.

“Coaching with an equity lens means that we pay attention to the social and historic forces which create and maintain systems in which children are treated differently based on who they are.”

Learning that is developmentally grounded and personalized. Learning experiences build on prior knowledge and experience, and account for learners’ active construction of new knowledge. Learning connects to who students are as well as to what they already know, attending to both cognitive and socioemotional realms, and school tasks are designed to be scaffolded according to students’ needs, intrinsically interesting based on their experiences, and appropriate to their level of development.

ts of direct feat good teaching The teacher should be available to give short answers to students’ questions, and students should be : eas : in . . ; ‘rect and indirect behaviors are necessary permitted to help each other. Flanders believes that both direc such as lecture and sopeneunton to clan & Scutcuricfum to f. Even! n this situation however, the 6. Weekly and monthly reviews. At the beginning of each week, the teacher should review the previ- ic i ifficult curriculum topic.

Give Ss students respe ct, i s pati e . teachers whose students make small gains are considered less effective. demonstrations. : . er . . d smiles a lot—good sense of humor. The meaning of teacher effectiveness in this type of research obviously depends on + Tells jokes and smile . akes changes in class to help students

Expert teachers are able to operate both in the moment and over time with clear outcomes in mind; skillfully managing students, content, equipment, materials, the clock and the calendar.

At first, beginning teachers may find it difficult to fit into the broader school community, especially if the faculty is primarily composed of experienced teachers. Because of this, the mentor should strive to make sure that staff members generally include and accept the beginning teacher.

However, a mentor should also offer extra information to a begin- ning teacher that gives the mentee an insider’s perspective on school operations. If a school memo states that after-school meetings end at 4:30 p.m., but in reality, meetings usually run until 4:45 p.m., share this information with the beginning teacher. Likewise, help the beginning teacher understand the school’s philosophy on classroom management. This can include sharing the school and district discipline guidelines, policies, and procedures, as well as informing him or her about unwritten expecta- tions, such as which discipline concerns a teacher should handle and which concerns the administration should handle. Information regarding parental support and involvement can also be important to relate to a beginning teacher. Talk to the beginning teacher about how to communicate with parents appro- priately, which can include sharing stories of interactions with both supportive and difficult parents.

Toward the end of the year, beginning teachers usually need institutional support again during the reflection phase of first-year teaching. Institutional support can help beginning teachers reflect on the school culture from the previous year and anticipate what it might look like in the next year and beyond. As the beginning teacher establishes new networks with colleagues and reaches out to the broader school community, the mentor can assist in facilitating a professional vision. 61

A 2015 curve an rns m by a faculty member found that more than wo eee tentan nver alums to be “very well” or “well” prepared Scare pae” NS to use technology and assessments to support focus on Ieewning en neo eae with respectful relationships and . a re naan ane percent of employers found alums to be Be vcens! aderenal pared to support critical thinking and to d nding of concepts, to use performance-based assess. ments, and to su i pport social, emotion , al, an iti is, to enable deeper learning.”