Sunday, March 15, 2015

Systematic Supervision...It's not just for recess anymore

Spring has sprung and we are coming out of hibernation from indoor recess to the world of outside again.  This world brings students into situations that they may not have faced for three months.  We know that our students are not the only ones who have not practiced these interactions, and it will take an aligned effort to be successful. This alignment recently has included, but is not limited to:
·      Announcements talking about our STEP model for problem solving
·      Classroom lessons and morning meetings focused on STEP
·      Acknowledgement of common expectations in our common areas
Another facet of our alignment is our paraprofessional learning meetings. Recently our paraprofessionals met to review the components of systematic supervision, and discuss what is and is not effective when supervising students in any setting.  The image below shows the components of Systematic Supervision.

We broke off into two small groups and looked at two areas: the cafeteria and recess.  We believe that the ideas below can transfer to any setting when considering supervision. Student and adult skills will continue to GROW at Crest, as we experience challenges and successes together.

What we know to be effective
What we know to be ineffective
·      Movement, just keep moving!
·      Positive contact- How’s it going? Great shot! That desert sure looks yummy J
·      Handing out acknowledgements using the 3 parts.
·      Teachers hanging out and interacting in the cafeteria, and at recess a few minutes before the whistle.
·      Proactive student placement if patterns have developed
·      Visuals
·      Responding to problems with an open mind and non-judgmental question (i.e. What’s up? What are you feeling?)
·      Knowing as a supervisor that we control the time when responding to problems. (i.e. It may not need to be addressed immediately)
·      Alignment of announcements, supervision, transitions, acknowledgements & classroom discussion when patterns emerge
·      Periodic review of common expectations
·      Standing in one area
·      Supervisors too close in proximity or chatting
·      Tone of voice when giving feedback, reminding, redirecting, or reinforcing language
·      Distraction-anything that takes away from the components of systematic supervision (i.e. jacket rule, candy or gum, footwear, etc…)
·      Assumption-could be based on previously developed patterns (i.e. what are you doing, why did you do that?)
·      Unclear expectations

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