College of Education > Professional Development School > Elementary > Mentor Resources > Mentor Teacher Resource Guide > M. What are some supervision/coaching techniques I can use as a school-based teacher educator?

M. What are some supervision/coaching techniques I can use as a school-based teacher educator?

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  • Have your intern video tape a lesson each month and analyze it together
  • Have your intern observe you teaching a lesson (e.g., a read aloud) Ask the intern to create a rubric for a good read aloud based on the observation. Ask the intern to do a read aloud and videotape the read aloud for the intern. Ask the intern to use the rubric to evaluate that read aloud. Reflect on the work together.
  • Journal with your intern
  • Set specific weekly goals with your intern
  • Ask the intern to complete a lesson plan when observing you teach
  • Model how a lesson plan is written for one of your own lessons.
  • Complete an observation using trip sheets once a week
  • Meet regularly with intern to discuss the intern's I.I.P.
  • Experiment with different observation techniques focused on different types of data collection

What are some data collection strategies I can use to help my intern?
The following outline provides an overview of some data collection strategies that might be helpful as you engage your intern in reflective supervision.

A. Paper and Pencil Instruments

1. Wide Lens Techniques

  • Script Taping - a word for word record of the verbal interaction that occurs during a lesson supplemented when possible by notes concerning nonverbal behaviors as well as contextual factors.
  • Anecdotal Note Taking - taking notes concerning various activities, interactions, contextual events- may include word for word quotes, paraphrases, descriptions of teacher or student behavior- often accompanied by a timeline of events.

2. Focused Techniques

Seating Chart Techniques

  • Teacher - student or student-student interaction - a record of the verbal or nonverbal interactions between the teacher and individual students or between individual students; emphasizes quantity of 
interactions rather than substance of interactions.
  • Student engagement (Time on task) - a high inference record of student behavior at various times during the lesson- ranges from simple on/off task to recording the specific behaviors that were observed.
  • Movement charting - using seating charts and arrows to indicate student or teacher movement during an activity or lesson.

B. Verbal Interaction Techniques

  • Whole class verbal flow - a record of the sequence of verbal interactions between the teacher and students as a whole using categories agreed upon before hand to code the verbal interactions, e.g., TS - teacher statement; SS - student statement; TQ - teacher question; + - praise; - criticism, etc.
  • Selective verbatim - a word for word record of selected aspects of verbal interaction, e.g., teacher questions, student questions, praise statements, directions, etc.
  • Formal instruments - classifying verbal behavior into predetermined categories developed by the creator of the instrument to capture certain aspects of classroom life - e.g. The Withall Social Emotional Climate Index
  • Frequency Counts - Counting the number of times a selected behavior occurs, (e.g., number of praise statements, number of higher level questions)

C. Electronic Media

  • Videotapes and Audio tapes- Tape yourself or tape your intern. Reflect and analyze together.

D. Alternative Data Sources

  • Student work or products - papers, projects, worksheets, tests, homework, performances, portfolios, journals, etc.
  • Student interviews - asking students questions about their understandings, their behavior, their perceptions, their attitudes, etc.
  • Student surveys - asking students to complete a short questionnaire to get their understandings, reactions perceptions, attitudes, etc.
  • Intern artifacts - lesson plans, tests, media, bulletin boards, handouts, policies, letters to parents, etc.
  • Intern journals - asking interns to reflect on and write about their practice.