Question.5341 - M6: Discussion Week 6 - Supervising in Different Disciplines & Content AreasReview the Guidelines for Online Discussions and the discussion rubric before posting.Week 6 Discussion PromptSupervisors should continually expand their knowledge of each subject, however they cannot be experts in all content areas. Being a supervisor often requires one to support teachers in unfamiliar content areas. In these cases, recognizing the teacher's expertise while facilitating professional growth with supervisory tools and procedures is useful. In his study of administrators' supervision of math and science teachers, Lochmiller (2016) found that " school administrators tended to frame the feedback they provided to classroom teachers from a generalist stance, focusing primarily on basic pedagogical strategies and classroom management as opposed to engaging with them about the content of their teaching" (p. 90). In other words, he found that the administrators were not differentiating their supervision by subject area.Think about your discipline (e.g., math, science, ELA, school psychology, economics, elementary general educator in all subjects, special education), and respond to the following questions:What should a supervisor from outside of your discipline know to supervise you well? What discipline-specific knowledge, understandings, and best-practices shape instruction in your discipline?What can a supervisor from outside your discipline do to more effectively supervise you?
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As x special xxxxxxxxx teacher xxxxxxx with xxxxxxxxxxxxxx children x have xxxxxxx that xxxxxxxxx consistency xxx flexibility xxxx go xxxx in xxxx Establishing xxxxxxxx is xxxxxxxxx but xxxx as xxxxxxxxx is xxxxxxxxxxx when xx adapt xxxxx routines xx meet xxx diverse xxxxx of xx students xxxx well xxxxx the xxxxxx year xxx started x find xxxxxx reteaching xxxxxxxxxxxx adjusting xxxxxxxxxx and xxxxxxxxxxx social-emotional xxxxxx to xxxx my xxxxxxxx feel xxxx and xxxxxxxxxx A xxxxxxxxxx working xxxx early xxxxxxxxx special xxxxxxxxx should xxxx a xxxxxx understanding xx classroom xxxxxxxxxx strategies xxxxxxxx to xxxxx learners xxxxxxxxxxxx those xxxx disabilities xx s xxx just xxxxx keeping xxxxx in xxx classroom xx s xxxxx fostering x learning xxxxxxxxxxx where xxxxxxxx can xxxxxxx independence xxxxxxxxx regulation xxx foundational xxxxxxxx skills xx their xxx pace xxxxxxxxxxxxxxxx development xx a xxxx focus xx my xxxxxxxxx and xxxxxxxxxxx should xxxxxxxxx that xx this xxx learning xxx to xxxxxxxxxxx feelings xxxxxxxx with xxxxx and xxxxxx routines xx just xx important xx not xxxx than xxxxxxxxxxx academic xxxxxxxxxx Supervisors xxxx need xx have x solid xxxxx of xxxxxxxxxx strategies xxx an xxxxxxxxxxxxx of xxx certain xxxxxxxxxx are xxxx In xx experience xxx of xxx biggest xxxx in xxxxxxxxxxx comes xxxx administrators xxx t xxxxx understand xxx nuances xx behavior xxxxxxxxxx in xxxxxxx education xxxxx are xxxxx when xxxxxxxx a xxxxxxxx is xxx best xxxxxxxxxxxx while xx other xxxxx immediate xxxxxxxxxxx is xxxxxxxxx A xxxx supervisor xxxxxxxxxx these xxxxxxxxxx instead xx assuming xxxx all xxxxxxxx should xxxxxxx to x single xxxxxxxxxxxx approach xx s xxxx critical xxx supervisors xx have xxxxxxxxx of xxxxxxxx with xxxx needs xxxxxx the xxxxxxxx those xxx may xxxxxxx additional xxxxxxx beyond xxx classroom xxx often xxxxxxxx with xxxxxxxxxx challenges xxx passed xxxxx from xxxxx to xxxxx without xxxx interventions xxxxx they xxxxxxxxxx struggle xx much xxxx they xxxx through xxx cracks xx early xxxxxxxxx special xxxxxxxxx I x not xxxx teaching xxxxxxxxx I x teaching xxxxxxxxxxxxxxxx learning xxxxxxxxxxxxx and xxxxxxxxx skills xxx while xxxxxxxxxx developmental xxxx that xxx vary xxxxxx from xxxxxxx to xxxxxxx The xxxxxxxxxx may xxx always xxxxx perfectly xxxx where xx students xxx and xx s xxxxxxxxx for xxxxxxxxxxx to xxxxxxxxxx that xxxxxxx in xx classroom xxx t xxxxx hitting x benchmark xx a xxxxxxxx timeline xxx about xxxxxx progress xx a xxxx that xx meaningful xxx each xxxxx Additionally xxxxxxxxxxx who xxxxxxx special xxxxxxxxx should xxxx a xxxxxxx knowledge xx the xxxx and xxxxxxxxxxx that xxxxx our xxxxxxxx including xxx implementation xxxxxxxxxxxxxx and xxxxxxxxxxxxx While xxxx don x need xx be xxxxxxx in xxxxxxx education xxxx should xx engaged xxxxxx to xxxxxxx meaningful xxxxxxx and xxxxxxxx for xxxx teachers xxx students xxxx also xxxxx attending xxxxxxxxxxxx training xx curriculum xxxxxxx and xxxxxxx education xxxxxxxx rather xxxx leaving xxxx responsibility xxxxxx on xxxxxxxx and xxxxxxx I xxxx believe xxxx effective xxxxxxxxxxx don x just xxxxx boxes xxxxxx observations xxxx make x real xxxxxx to xx present xx the xxxxxxxxxx engage xx informal xxxxxxxxxxxx and xxxxxxxxxxx in xxxxxxxxxxx that xxxxxx curriculum xxx instruction xxxxxxx in xx PLC xxxxxxxx listening xx teachers' xxxxxxxx and xxxxx open-minded xxxxx behavioral xxxxxxxxxx would xx a xxxx way xx making xxxxxxx education xxxxxxxx feel xxxxx and xxxxxxxxx Ultimately x appreciate x supervisor xxx acknowledges xx experience xxxxxx my xxxxxxxxx and xxxxxxxx my xxxxxxxxxxxx growth xx ways xxxx are xxxxxxxxxx to xx specific xxxx Supervisors xxx take xxx time xx understand xxxxxxx education xxxxxx surface-level xxxxxxxxxxxx make xxx the xxxxxxxxxx not xxxx for xxxxxxxx but xxx the xxxxxxxx who xxxx that xxxxx support xxx mostMore Articles From Differentiated Supervision ELAD 540
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