1. Supervision and Technology “Teaching, by definition, is an activity that is observed. It is only recently, however, for teachers… to be observed by people other than those being taught” (McMahon et. al., 2007, p. 2)

2. Reasons for Observations Formative Observation is used… To help improve your teaching To highlight trouble areas To highlight strategies that work To provide extra support to teachers Summative Observation is used… To check that you have met the minimum expectations To meet “externally imposed, uniformly applied measure, intended to judge all teachers on similar criteria to determine their worthiness, merit and competence as employees”(Glickman et. al., 2010, p.238)

4. Engage in “non-judgmental constructive feedback” (Gosling, 2002, p.5)

6. Formative

7. Summative

8. Role of both:

9. Evaluator

10. Coach

12. Equipment Needed Video camera (analog or digital) Recording media Tripod Optional Portable microphone

13. Why Should We Use Video Cameras for Observation? Video cameras can be used as a form of less intrusive observations. Often it is difficult for supervisors to play both the role of the mentor and evaluator. Camera can be used as an “outside source” to look at a lesson and teacher objectively. Efficient form of observation on a large scale. “Videotaping a classroom captures the closest representative picture of actual occurrences.” (Glickman et al, 2010, p.242)

14. A Case For Video Cameras in Formative Assessments

15. Video Cameras for Making Annotations in Summative Evaluations When performing a summative observation of a teacher, it can be difficult to fully evaluate and to “check all the boxes”, even over multiple visits PROBLEM: When video cameras are utilized, they allow an administrator to record and comment during a lesson. They may then review the footage to mark a teacher fairly. Solution Administrators have limited amount of time to perform summative evaluations PROBLEM: Teachers can set up and record their own lessons. Administrators may then view during free time and permits review of concurrent classes. Solution

16. Bug-in-Ear Technology Novice or struggling teachers improve their teaching through the use of a small “bug” or speaker placed in the ear Corrections to instruction can be made immediately through well-timed cues and dialogue Supervisor can be in the room or observing via a video camera from thousands of miles away

17. Traditional Forms of Observation and Delayed Feedback

18. Bug-In-Ear Technology – Immediate feedback

19. Skype and Bug-In-Ear Technology Use of two-way communication. Skype – a type of online calling with a webcam. This can be utilized by teachers and supervisors (the supervisor can be far away!). Webcam and microphone may be used for supervisor to observe and guide the teacher. Supervisor can give well-timed comments, directions and praise to guide teachers.

20. Example of Skype and Bug-in-Ear Guiding Dialogue

23. iPad for Walkthroughs iPad has several tools useful for walkthroughs Newly createdTeacher Observation Appincludes synchronization, scheduling, customizable rubrics, and reporting Can be used for diversified functions such as: Note taking Diagrams and drawings Photographs and recording All data is stored digitally and can be transferred to a computer

24. References Bruce, B. C., & Reynolds, A. (2009). Technology in Docklands education: using scenarios as guides for teaching and research. Educational Studies (03055698), 35(5), 561-574. doi:10.1080/03055690902880216. Giebelhaus, C. R. (1994). The bug-in-the-ear device: an alternative student teaching supervision strategy. Retrieved from EBSCOhost. Gosling, D. (2002) Models of peer-observation of teaching. Learning and Teaching Support Network, Generic Centre. Retrieved From: www.heacademy.ac.uk/resources Glickman, C., Gordon, S. & Ross -Gordon, J. (2010). Supervision and instructional leadership: A developmental approach (8th Edition). Boston: Pearson Education, Inc. Hamid, B., & Azman, H. (1992). Adapting the six category intervention analysis to promote facilitative type supervisory feedback in teaching practice. Retrieved from EBSCOhost. Jarvis, D. K. (1973). Videotape recording as a supplement to in-person supervision. Retrieved from EBSCOhost. McMahon, T., Barrett, T., & O'Neill, G. (2007). Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499-511. doi:10.1080/13562510701415607 Paese, P. C., & Hodge, G. (1990). The use of systematic observation by a public school supervisor: does it make a difference?. Retrieved from EBSCOhost. Rock, M. L., Gregg, M., Howard, P. W., Ploessl, D. M., Maughn, S., Gable, R. A., & Zigmond, N. P. (2009). See me, hear me, coach me. Journal of Staff Development, 30(3), 24-26,. Retrieved from EBSCOhost. Thomson, W. (1992). Using videotape as a supplement to traditional student teacher supervision. Retrieved from EBSCOhost.