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Quote #1
G. The traditional school often functions as a collection of independent contractors united by a common parking lot. – Robert Eaker

This could not be more true! I feel this is the norm rather than the exception. As the book states most teachers operate in isolation. Isolation occurs in terms of lesson planning, activities, and assessment. In my five years of teaching have never planned a lesson collaboratively with a colleague. The underlying reason for this would be time, rather than a need or desire. The other Earth science teacher and I share a room, so we never have the same prep. My students start each year in Earth science with a different foundation of knowledge. That knowledge base is dependant on which team of teachers they had in the middle school.

As a science supervisor I would make use of in-service days and monthly department meetings to increase lesson planning time among subject area teachers. The first step I would take would be increasing face to face time within a department. Even if the staff works on creating one outstanding lesson per month, it will foster change, and provide modeling of my expectations. Our district also is implementing On-course online lesson planner. This program has the capability to allow teachers to share plans by entering in a code. As a supervisor I would encourage staff to view the lesson plans of their subject area colleagues.

Quote #2

"We continue to find programs, workshops, and improvement plans that don't acknowledge or address the need for better instruction and its supervision" (pg. 44)

In my experience, workshops that I have attended have been okay, and usually I can implement one new idea, but there is little if any follow through from the principal. For example, a few years ago writing across the curriculum was a coined phrase in our district. The concept was addressed at faculty meetings, and in a lengthy inservice, and it was implied that evidence of implementation would be required. Most teachers sat respectfully in the program, walked out the door of the MRC and never thought of it again. Perhaps they felt they already have enough writing in their lessons or they felt it was yet another passing educational fad. I feel that many improvement plans address the needs for better instruction, but I have yet to feel the implications on improving supervision. It is clear to me that without follow through, or a supervisior to lead staff to form discipline appropriate materials with those ideas...that workshops are pointless!

As a science supervisor I would work towards facilitation of lessons (with my science teachers) around a workshop topic. As a team we would take the ideas, and make them applicable practically. Perhaps allowing for reflection time after an in-service would be effective. I would have my staff design one lesson plan regarding the topic. This makes the task seem less daunting. Or as indicated in the book, get rid of workshops completely and have in-house staff design seminars based on a specific need identified by the staff themselves. I will then make it clear to my staff that I will be in to see evidence of implementation and then I will follow through with my promise.

Quote # 3

"But teachers and students suffer terribly when we protect-when we buffer-teaching from inspection and scrutiny" (pg. 28)

I personally work better under pressure and scrutiny. What motivation is it for me to change or improve if my observation lasts 5 minutes and happens once per year? What motivation is it for me when no one checks my lesson plans? The same theory works well on my students...wanting to achieve when you know someone is watching and rooting for you. I am not implying that this is a negative 'caught you' type of presence, but in general I think the frequent presence of a supervisor can be a positive experience. The result will me more reflective teachers who will be more willing to scrutinize their own lessons.

As a science supervisor I plan to work collaborativley with my teachers to oversee the learning in the classroom. I will have a dialogue with my teachers regarding the parts of their lessons and why they chose a certain approach. I will also foster communication amoung the science department teachers.