LibGuides: EDA654: Module 2

Module 2 Required Resources

Textbook

Leadership for Learning
Glickman, & Burns, R. W. (2020). Leadership for learning : how to bring out the best in every teacher. Association for Supervision & Curriculum Development.

Read the following chapters:

Chapter 2 – Structures for Professional Learning
- You may wish to revisit this chapter to review the clinical supervision steps and collegial coaching cycle. In Discussion 1, you will be assigned a professional learning structure to describe and analyze in your response.
Chapter 3 – Observing, Assessing, and Evaluating Instruction: Technical and Procedural Skills for Leaders
- This chapter identifies two types of observations: (1) focused observations for supervision and coaching to foster risk taking and growth, and (2) observations for evaluation to determine teaching competence, assess teachers’ strengths and areas for growth, and administer merit pay. Suggestions to support teachers who require additional assistance are included.

Articles

Instructional Supervision for Culturally Responsive Teaching
Gordon, S. P., & Espinoza, S. (2019). Instructional supervision for culturally responsive teaching. Educational Considerations, 45(3).
In this article, the authors propose ways that culturally responsive teaching can be fostered by collegial supervision, both as a stand-alone process and in combination with other supervisory processes such as classroom equity audits, professional development, professional learning communities, curriculum development, and action research.
What Good Coaches Do
Knight, J. ( 2011, Oct.). What good coaches do. Educational Leadership, 69(2), 18-22.
In this brief article, Author Jim Knight suggests that coaches take a partnership approach to collaboration. He shares that the way coaches interact with teachers makes or breaks most coaching relationships. Knight identifies seven principles that describe a theory of interaction currently used by coaches across North America and around the world.
California Standards for the Teaching Profession (CSTP)
Commission on Teacher Credentialing. (2009, October 1). California Standards for the Teaching Profession.
These standards delineate and define six interrelated domains of California teaching practice. Use this document for teachers to select 1 or 2 standards as goals or focus of the observation. You will discuss the CSTP with your volunteer teacher during the Pre-Observation Conference and refer to them throughout each of the course assignments.
CSTP Continuum of Teaching Practices
Commission on Teacher Credentialing. (June, 2012). The Continuum of Teaching.
The Continuum of Teaching Practice is a tool for self-reflection, goal setting, and inquiry into practice. It provides common language about teaching and learning and can be used to promote professional growth within an environment of collegial support. Self-assessment data can support teachers in making informed decisions about their ongoing development as professionals. Use this document to support teacher reflection. You and the volunteer teacher will discuss the CSTP during the Pre-Observation Conference and as a reference throughout each of the course assignments.

Video

CalAPA Cycle 3 Pre-Observation Conference Video
Paulina Ceja. (2020, January 16). CalAPA Cycle 3 Pre-Observation Video Clip 1 [Video]. YouTube. https://www.youtube.com/watch?v=EtRBKTq-aBQ
Watch this video of a CalAPA pre-conference between a candidate and a volunteer teacher. This video includes each of the components that are required to be included for CalAPA Assessment.

Module 2 Assignment Resources

The following resources are optional but provide additional information to support your learning.

Podcast: Steve Barkley Ponders Out Loud
Barkley, S. (2018, August 19). Pre-Conferencing: A critical element to effective coaching. PodBean. https://stevebarkley.podbean.com/e/pre-conferencing-a-critical-element-to-effective-coaching/
Listen to how coaching expert Steve Barkley uses questions during a pre-conference to engage a teacher in a two-way conversation.

The Equity Rubric - Aguilar, E.
Domains I - VII of the Equity Rubric are related to instructional supervision: Teacher Beliefs, Relationships and Culture, Class Environment, Rigor and Expectations, Access and Participation, Student Performance, Curriculum and Instruction. You may wish to use this rubric for an observation tool and collaborative inquiry into classroom inquiry into classroom beliefs, teaching practices, student engagement, and curriculum and instruction.
Reflective Writing Resource
Reflective Writing: A Basic Introduction.