Lenses on Learning: Classroom Observation and Teacher Supervision in Elementary Mathematics
|This field-test is a professional development program designed for administrators and other individuals involved in the observation and supervision of mathematics teaching. In addition to field-testing these materials, the goal is to familiarize administrators with standards-based, constructivist math curricula and instruction. By providing administrators with this background, the course aims to prepare them to be more effective and supportive observers and supervisors.|
|Each course session is videotape-based and includes a specially-developed observation guide to focus participants' attention on particular aspects of the videotaped lessons. The course also includes readings and artifacts for analysis. It is divided into three strands: |
Strand 1: Developing an Eye for Mathematics Classrooms The first strand of this course provides administrators with the opportunity to become familiar with what Standards-based elementary mathematics classes look like. Three aspects of classrooms are examined: the mathematics content of the lesson; the teacher's pedagogical moves in relation to students' mathematical ideas; and the nature of the intellectual community that occurs in the classroom. A specially-designed Observation Guide focuses both the viewing and subsequent discussion.
Strand 2: Rethinking the Nature of Interactions with Teachers The second strand of this course provides administrators with the opportunity to think about orienting their discussions with teachers in ways that support teachers' continued construction of knowledge and the development of an orientation of curiosity about children's mathematical thinking. Administrators will consider when it would be most appropriate and effective to do this, and will practice these new orientations both in role-plays in the seminar and in work with teachers in their own schools.
Strand 3: Considering Supervisory Practice Across Roles in the SchoolIn this strand, administrators consider how a distributed version of supervision, where people in a variety of roles in the school engage in the practice of classroom observation and discussion, might make it possible both to increase the capacity to provide this important resource to classroom teachers and expand the opportunities for learning that such observations make possible.
|Milwaukee Public Schools|
|Education Development Center (Materials)|
|September 2000 - December 2000|