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EDUCATION

347-3

DEVELOPMENTAL SUPERVISION OF STUDENT TEACHERS

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(E1.00)

Fall Semester, 1991

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Instructor: John Ormond

(September 3—November 29)

Tuesday, 5:30-8:20 p.m.

Location: Milner Education Centre, Langley

Calendar Description of Course:

Concepts and practices related to the supervision of student teachers will be

introduced. Theories and models of supervision will be discussed, and

research on supervisory practices will be surveyed. The developmental

model of supervision presently used in the Professional Development

Program will be studied in detail. Supervisory skills will be demonstrated

and practiced.

Course Objectives:

Participants in this course will be able to:

1)

discuss key issues in teacher education;

2)

identify goals of teacher education and student teacher supervision;

3)

analyze research findings pertaining to teacher education and student

teacher supervision;

4)

describe the historical evolution of the developmental supervision model;

5)

articulate personal beliefs about education and teaching, and how how

these beliefs are reflected in classroom practice;

6)

describe the supervisory cycle and the four dimensions of the supervisor's

role;

7)

demonstrate supervisory and interactions skills (observation, data

collection, data analysis, conferencing, coaching, problem-solving,

reflective responding; clarification of beliefs);

8)

demonstrate organizational and planning strategies for working with

student teachers.

Course Description:

The role of the cooperating teacher or school associate has been shown to

significantly influence student teachers' development in terms of skills,

attitudes, and professional self-concept. In the Professional Development

Program at S.F.U. the school associate's role is especially important because

students spend at least six months of their professional preparation in

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classroom settings. Intensive preparation of school associates has been shown

to enhance the quality of student teacher supervision and the self-selection of

inappropriate candidates from the program. The intent of this course is to

provide school associates with theoretical background, knowledge of

pertinent research, and practical skills which will help them work more

effectively with student teachers.

Classes involve a variety of learning activities including lectures, large-group

discussions, small-group participatory activities, document and videotape

analyses and role play. A high degree of participation is expected.

Assignments based on readings and class activities require students to

demonstrate understanding of theory in more practical applications.

Feedback is anecdotal, aimed at helping students improve their

understanding and skills.

Required Readings:

Acheson, K.A., & Gall, M.D. (1980). Techniques in the Clinical Supervision of

Teachers.

New York: Longman.

Glickman, C. D. (1981).

Developmental Supervision.

Alexandria, Virginia:

Association for Supervision and Curriculum Development.

A list of current journal articles for required reading will also be provided by

the instructor.

Professional Development Program

Handbook 1991-1992.

Burnaby, B.C.; ?

Simon Fraser University Professional Development Program.

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A TENTATIVE OUTLINE

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1)

Sept 10

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Introduction, Overview, & Assignments

Topic: The Complexity of Teaching

Exploring Professional Experience

Readings: Glickman (Ch.1)

Acheson and Gall (Ch. 1)

POP Handbook

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'f.?

2)

Sept. 17:

Topics: Good Teachers/Good Teaching

The PDP Program

Readings: Glickman (Ch. 2),

Acheson and Gall (Ch. 2)

1

Costa and Garmston (Supervision for

Intelligent Teaching)

3)

Sept. 24:

Topics: The Nature of Supervision and

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Reflective Practice

Readings: Glickman (Chs.. 3 & 4)

Carrier (DevelopmefltalEflViroflments

for Students)

Assignment Due: Iassroom/Schopl Profile

4)

Oct. 1:

Topic The Supervision Cycle (Overview)

Focus: Planning and the Pre-Conference'

(Case Study Frank)

Readings: Acheson and Gall (Chs; 3& 4)

Assignment Due: Observation Tasks for Student Teachers

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5)

Oct. 8:

Topic: Observation Strategies and Analysis.

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Readings: Acheson and Gall (Chs. 6 & 7)

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6)

Oct. 15:

Topic: Observation Strategies and Analysis

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Readings: ?

Acheson and Gall (Chs. 8

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-& 9),-

Assignment Due: Analysis of a Case Study

7).

O.22:

5'

Topic: Getting Serious about Development

Readings:

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Glickman (Oh. 5)

Sprinthall and 'Spri nthall (Educating for

Teacher Growth ... ):.

8)

Oct. 29:

Topic: The Post-Conference

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Readings: ?

Acheson and Gall (Chs. 4 & 5)

Assignment Due: Critique of a Journal Article

9)

Nov. 5:

Topic: Effective Interactions

Readings: ?

To follow

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10)

Nov. 12:

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Topic: Action Research & Ways to Increase Collaborative

Effort

Readings:

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To follow'

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Nov. 19:

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- Free

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12)

Nov. 26:

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Topic: Creative Problem Solving

Assignment: Analysis of Supervision Cycle

13)

Dec. 3:

Topic: Open

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Assignment: Interactions Analysis

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EDUCATION 347-3

Developmental Supervision

Langley

Instructor: John Ormond

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Phone: 291-3167

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Room No: MPX 8557

Secretary: Fern Simons

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Phone: 291-4149

Assignments:

i. ?

Professional Journal: To be maintained regularly throughout

the course (preferably twice each week) with entries submitted

weekly.

2.

Classroom/School Profile

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(Sept. 24th)

3.

Observation Tasks for Student Teachers

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(Oct. 1st)

4.

Analysis of a Case Study

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(Oct. 15th)

5.

Critique of an Appropriate Journal

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(Oct. 29th)

Article (a copy to be submitted) in the Area of Reflective

Practice or Developmental Supervision

6.

Analysis of Supervision Cycle

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(Nov. 26th)

(School Associate Observation)

7.

Interactions Analysis of a Post-Conference

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(Dec. 3rd)

between School Associate and Student

Teacher

Total=

20

10

10

20

20

10

10