Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student achievement by recognizing that teachers have different growth needs and learning styles.
The formal observation mode must be based on the Danielson's Framework for Teaching. This mode requires a pre-conference, an observation, self reflection, and a post conference to determine areas for growth (formative assessment) and also to serve as data for the summative assessment.
Formal Observation Forms
Formal Observation Forms for Nurses---Rubric is attached under Non-Teaching Professionals Information
Formal Observation Forms for Guidance---Rubric is attached under Non-Teaching Professionals Information
Formal Observation Forms for OT/PT---Rubric is attached under Non-Teaching Professionals Information
Formal Observation Forms for School Psychologist---Rubric is attached under Non-Teaching Professionals Information
Action research enables the individual teacher to work independently or collectively on professional growth concerns in the area of formative assessment, effective teaching, and meaningful student learning.
Action Research Plan Forms
Action Research Example Articles and Information:
Action Research Article
This approach is designed to promote reflection and analysis as well as to demonstrate professional growth. Portfolios begin with a belief statement, banner question and progress to a plan. Portfolios include a collection of artifacts and evidence that represent growth in thinking, planning, delivering, and assessing teaching.
Portfolio Example Articles and Information:
Walk-Through is the process that promotes professional dialogue and allows administrators to quickly gather evidence/data to support particular goals for improvement in regards to formative assessment, effective teaching and meaningful student learning. Walk-throughs will be used for ALL supervision modes (Action Plans, Portfolios and Formal Observations).