Differentiated Supervision

Growing Teachers and Getting Results
Ann Mausbach
Kimberly Morrison
Differentiated Supervision
July 2022 | 144 pages | Corwin
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ISBN: 9781071886823
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ISBN: 9781071853306
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Description

Strategic observation practices to drive coherence and results

Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created – by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level – then supervision is about examining practice, working together to solve problems, and constantly improving.

Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find:

  • A clear framework for knowing what supervision practices to use when, and for what purpose
  • Useful templates and protocols for different supervision practices on a companion website
  • Helpful examples and vignettes from the field to show how to differentiate supervision for teachers
  • A unique focus on student learning at the center

Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.

Contents

List of Figures

List of Figures

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

Introduction

A Few Things You Should Know

  • Chapter 1. Differentiated Supervision 101
  • What Supervision Is and What It Is Not
  • The Challenge
  • A Model for Improved Supervision
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 2. Element I: Universal Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 3. Element II: Individual/Small Group Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 4. Element III: Universal Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 5. Element IV: Individual Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 6. Leading the Differentiated Supervision Model
  • Principal A
  • Principal B
  • Leadership Behaviors and the DIIE Model
  • How Behaviors Align to Elements I, II, and III
  • Do This, Not That
  • Leadership Commitments
  • It’s Your Time
  • Final Thoughts

Appendix A. Differentiated Supervision Timeline

Appendix A. Differentiated Supervision Timeline

Appendix B. Example School Improvement and Professional Development Plan ABC School

Appendix B. Example School Improvement and Professional Development Plan ABC School

Appendix C. Developing Look Fors Protocol

Appendix C. Developing Look Fors Protocol

Appendix D. Building Capacity Self-Assessment

Appendix D. Building Capacity Self-Assessment

References

References

Index

Index

Description

Strategic observation practices to drive coherence and results

Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created – by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level – then supervision is about examining practice, working together to solve problems, and constantly improving.

Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find:

  • A clear framework for knowing what supervision practices to use when, and for what purpose
  • Useful templates and protocols for different supervision practices on a companion website
  • Helpful examples and vignettes from the field to show how to differentiate supervision for teachers
  • A unique focus on student learning at the center

Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.

Contents

List of Figures

List of Figures

Acknowledgments

Acknowledgments

About the Authors

About the Authors

Introduction

Introduction

A Few Things You Should Know

  • Chapter 1. Differentiated Supervision 101
  • What Supervision Is and What It Is Not
  • The Challenge
  • A Model for Improved Supervision
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 2. Element I: Universal Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 3. Element II: Individual/Small Group Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 4. Element III: Universal Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 5. Element IV: Individual Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 6. Leading the Differentiated Supervision Model
  • Principal A
  • Principal B
  • Leadership Behaviors and the DIIE Model
  • How Behaviors Align to Elements I, II, and III
  • Do This, Not That
  • Leadership Commitments
  • It’s Your Time
  • Final Thoughts

Appendix A. Differentiated Supervision Timeline

Appendix A. Differentiated Supervision Timeline

Appendix B. Example School Improvement and Professional Development Plan ABC School

Appendix B. Example School Improvement and Professional Development Plan ABC School

Appendix C. Developing Look Fors Protocol

Appendix C. Developing Look Fors Protocol

Appendix D. Building Capacity Self-Assessment

Appendix D. Building Capacity Self-Assessment

References

References

Index

Index

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Differentiated Supervision

Growing Teachers and Getting Results

Ann Mausbach , Kimberly Morrison
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July 2022 | 144 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781071853306 $40.95
Lifetime 01/01/2025 9781071886823 $37.00

Strategic observation practices to drive coherence and results

Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created – by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level – then supervision is about examining practice, working together to solve problems, and constantly improving.

Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find:

  • A clear framework for knowing what supervision practices to use when, and for what purpose
  • Useful templates and protocols for different supervision practices on a companion website
  • Helpful examples and vignettes from the field to show how to differentiate supervision for teachers
  • A unique focus on student learning at the center

Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.


Table Of Contents:

  • List of Figures
  • Acknowledgments
  • About the Authors
  • Introduction
  • A Few Things You Should Know
  • Chapter 1. Differentiated Supervision 101
  • What Supervision Is and What It Is Not
  • The Challenge
  • A Model for Improved Supervision
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 2. Element I: Universal Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 3. Element II: Individual/Small Group Support With Qualitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 4. Element III: Universal Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 5. Element IV: Individual Support With Quantitative Feedback
  • Clarifying the Model
  • Why It Works
  • Making It Happen
  • Equity Check
  • From the Field
  • Key Takeaways
  • Where Are You Now?
  • Chapter 6. Leading the Differentiated Supervision Model
  • Principal A
  • Principal B
  • Leadership Behaviors and the DIIE Model
  • How Behaviors Align to Elements I, II, and III
  • Do This, Not That
  • Leadership Commitments
  • It’s Your Time
  • Final Thoughts
  • Appendix A. Differentiated Supervision Timeline
  • Appendix B. Example School Improvement and Professional Development Plan ABC School
  • Appendix C. Developing Look Fors Protocol
  • Appendix D. Building Capacity Self-Assessment
  • References
  • Index

Recent Product Reviews:

The core of success in schools is educator expertise. This book doesn’t mince words about how hard it can be but sheds sunlight onto evidence-based processes that lead to improvement. Differentiated Supervision asks for excellent diagnoses of teachers’ needs, their theories of teaching, and the impact of current methods. Furthermore, it uses multiple coaching and supervision models to assist in the fidelity of implementation and provides processes for educators to work together to evaluate the impact on the learning lives of students. The book is rich in using feedback, look fors, and walkthroughs, as well as developing evaluative mind frames and equity checks—all leading to a bountiful harvest of student growth.
John Hattie, University of Melbourne
In reconceptualizing supervision as a supporting process of continuous feedback, Mausbach and Morrison provide valuable insights into how school leaders can improve teaching and learning. This wonderfully written, comprehensive guide provides school leaders with the tools and strategies needed to strengthen collective efficacy and achieve improved results.
Jenni Donohoo
We differentiate instruction to meet the varied needs of students; why do we fail to do so for teachers? The authors have developed a model to remedy this, one that makes it possible for school leaders to provide the guidance and support all teachers deserve.
Nancy Frey, San Diego State University

Recommendations