KEYS to Teaching Success: Communications with Program Supervisors
by Dr. Janel Smith
Although teachers or teacher candidates often consider their communications to be focused on interactions between a teacher and students, InternKeys Standard 10 actually describes communication as verbal, nonverbal, and written interactions to include multiple members of the school based and university communities. These individuals include your peers, clinical supervisors and clinical associates in the school, school based administrators and support staff, university supervisors and personnel, parents and caregivers. In this section, the text will focus upon effective communication with program supervisors, including program, school, and university based individuals.
In general, there are some best practices for communicating with parents, teachers and university personnel that will ensure clear communication. These may include:
- Be attentive during all meetings without distractions from your computer, phone or other responsibilities.
- Schedule meetings and arrive on time; have all materials ready to discuss.
- Articulate your needs for materials, teaching and questions clearly and early. Proactive communication will allow your program supervisor time to offer solutions or assistance.
- Receive feedback positively and understand your next steps.
- Offer solutions when problems arise. By offering suggestions, you can receive feedback on possible solutions or offer a different perspective.
Active Listening
To begin thinking about roles and responsibilities of you as a teacher candidate, consider norms for communication with each person in your school and learning community. How and when you interact with your peers and supports sets you up for success and allows your needs to be addressed regularly. It is also important to participate in the school classroom and meetings actively. A criticism from program supervisors is often that teacher candidates do not act engaged in the classroom or during meetings. One way to take immediate action and show your engagement is to keep a notebook with details of meetings, planning discussions, and important notes. If a team is planning for next week, keep notes on what is decided upon and any ways you can contribute. When you leave the school building and return to campus, it may be difficult to remember the details of meetings and having a notebook with key points will support you in remembering plans. This notebook can also be a mode of listing questions you have when you return to the school after reviewing notes. Identifying these types of action items will allow for clear communication with your program supervisor and the expectations they have for you as the teacher candidate.
Allison Shelley for EDUImages CC-BY-NC 4.0
When sitting in a classroom or meeting, a teacher candidate must train their senses to look for, listen to, and engage with all that is happening in the classroom. Listen actively within the context of what is happening. As a teacher candidate, one does not have the prior experience to know how to communicate with students, parents, colleagues, administrators, and supervisors. By listening actively within a context, one is open to more experiences, different perspectives, and ultimately learning. If a teacher is attending to misbehavior of a student, notice how the teacher positions his or her body and what is said. Pay particular attention to how the student responds. When students become confused with a topic in class, notice particular questions that are asked or how the teacher reteaches the content with different words or experiences. Listening to the nuanced manner in which a teacher communicates with others helps teacher candidates to reflect and explore on one’s own choices for the classroom.
Asking Questions
Public school classrooms are also dynamic and active places with many moving parts and little down time. Talk to your program supervisor and even any support personnel such as an inclusion teacher or parapro about an appropriate time to ask questions. Will your clinical supervisor want to debrief at the door between classes? Is there a planning period that you can dedicate five minutes to specific conversation about the day’s events? Or do you have time to write three key questions at the end of a day and have the clinical supervisor answer in writing? Having a specific plan for questions to be answered supports your learning and connects theory and practice.
As you are in a learning phase of understanding the day to day events in a classroom, one key part of the Georgia Professional Behaviors and Dispositions Rubric focuses upon initiative. This specific standard, number 7, includes initiative in regard to the teacher candidate asking questions regarding specific elements of teaching and learning. For example, questions and dialogue with veteran teachers are necessary so that you as the teacher candidate can ask clarifying questions as to how data was collected and used to group students, how and why the teacher changed the lesson between two different classes, or even why the teacher addressed a disruptive student in a particular manner. You will only learn by asking questions of veteran teachers when you do not explicitly know what is happening. This is also important to bridge the gap between theory learned in courses or readings and elements of practice in the classroom.
Some topics and questions to focus upon may be the following. Notice how they address several other Intern KEYS standards as well as Standard 10:
- Questions about the materials, content or how to support students (Intern KEYS Standards 1, 2, 3):
- "Can we discuss the materials I found for the standard to see if you have any other suggestions?"
- "I'm having trouble unpacking this particular standard. Can we discuss the grade level expectation?"
- "I think we can adjust my plans based on student needs. Do you have a few minutes to discuss my planned centers and materials?
- Strategies for implementing assessments, gathering data and adjusting instruction (Intern KEYS Standards 5 & 6):
- "Can you please model a quick check such as thumbs up/thumbs down as an informal assessment so that I can see how you group students?"
- "When do you choose to grade an assessment compared to giving written feedback?"
- "May I group students based on the exit ticket so we can discuss tomorrow's groups?"
- Your specific role in the learning environment or a planned lesson (Intern KEYS Standards 3, 4, 7):
- "How might I work with a small group of students during tomorrow's lesson?"
- In what way can the materials be adapted for Students X, Y and Z?"
- Addressing misbehaviors of a specific student and disruptions (Intern KEYS Standard 7 & 10):
- "What should I look for when students are being disruptive and disinterested in the topic?"
- "When is it ever appropriate to address a whole class instead of individual students?"
- Addressing specific parent concerns (Intern KEYS Standard 10):
- When Parent X called and was angry, what could have been done to diffuse the situation previously?"
Receiving Feedback and Making Adjustments
Receiving feedback from a supervisor is an important part of your growth. In the beginning of the semester, establish a routine for verbal and written feedback with your program supervisor. Many times, candidates will set a goal for a week and work on specific strategies. This may include classroom management, literacy strategies, engaging a specific student population, or even projecting your voice. Ask to receive specific feedback on your goals. And collaborate with your program supervisor to develop a method that works well for both of you to discuss the feedback.
Please move forward to the next tab about asking clarifying questions.
Allison Shelley for EDUimages CC-BY-NC 4.0
Sometimes, this feedback may not be clear to you as a candidate and you may not feel like you understand what is being stated. In this case, ask clarifying questions. For example if feedback is general such as “You improved, but I still see ways you can meet the needs of Students X and Y”, engaging in dialogue about this comment is appropriate as a teacher candidate. You may offer a suggestion of what you observed about the students and how you may respond differently in another lesson. Or, you may also even ask the teacher for specific strategies. Don’t be afraid to come back into the classroom another day after researching a problem and offering suggestions. If a class has low engagement, look for research based ways to engage students in a choice board or through self assessment. Bringing in key points from an article to discuss with your supervisor will show initiative to solve problems, engage you more actively in the classroom, and help you take ownership of the learning environment.
Please move forward to the next tab about receiving critical feedback.
At times, the feedback you receive may feel harsh. Remember that the supervisor to whom you are assigned wants to see you grow and improve! It is the responsibility of that veteran teacher to provide critical feedback to you. Having a conversation about the feedback may need to happen at a different time once you process the feedback. You may want to take the feedback and organize a list of your strengths and areas for improvement once you decompress from the classroom. Then, approach the needed improvements to brainstorm ways in which you can adjust your strategies and approaches. Looking back on materials from previous education courses or through an internet search can also provide a wealth of information and strategies. Approach your supervisor with these strategies to engage in further conversations about goals and ways to improve.
If you feel that the feedback is overwhelming or overly critical, this is a good time to reach out to your course instructor, university based supervisor, or another professional for support. The role of all supervisors is also to support your skills and growth. Scheduling a phone conversation or a zoom meeting with another individual can allow you to discuss the feedback, establish ways to meet expectations, and articulate specific goals. For those teacher candidates enrolled in a university based education program, the university supervisor serves in a partnership role between school personnel and the teacher candidate. In a case where the feedback is not understood or specific enough, the university supervisor can also reach out and talk to the program supervisor for guidance.
Please move forward to the next tab about reflecting and adjusting.
As stated, feedback is a critical part of the learning process, but teacher candidates must understand the purpose of feedback, align the feedback with experiences in the classroom, and know how to progress in moving forward. If a teacher candidate does not understand the feedback or feels that it needs to be clarified, first reflect on recent experiences in the classroom and see if you can pinpoint an event or circumstance that would be viewed differently from another’s perspective. A comment that a teacher candidate may feel is appropriate may be misunderstood or misinterpreted by a student. There are times when feedback may seem so general that one should follow up with questions such as “Is there a specific example of my teaching that can help me to understand this point?” or “Do you have a suggestion for me to improve related to this comment?” These follow up questions show that teacher candidates are willing to learn from the process and need more specific feedback to grow.
Please move forward to the next tab, which examines a feedback scenario.
Think about this scenario:
Ms. Jones has just taught a lesson and felt the students were engaged throughout the period. Although she did not have time to implement the exit ticket as a formal assessment, the students were engaged in the planned discussion and had some great questions about the novel. After class, the program supervisor tells Ms. Jones, “You let the students take over the discussion and wasted time.” She continued, “And Students M and N were sleeping in the back. I don’t think this is going to work.” Ms. Jones is silent as her program supervisor walks out of the room.
As previously stated, this feedback may be vague and not completely understood by the teacher candidate. The perceived success of Ms. Jones is contradicted by the program supervisor and causes an emotional response by Ms. Jones. What could the teacher candidate do to have a successful conversation with the program supervisor? Does this warrant an immediate email to her university based supervisor?
Remember that this section has discussed the need to pause, reflect, and approach the program supervisor with questions. Ms. Jones should not emotionally respond or argue with the supervisor, but instead write specific notes of strengths and weaknesses which she perceived from the taught lessons. At that time, write questions to ask the supervisor regarding specific elements of that list. Establish a time (preferably within 48 hours) to discuss that brief feedback and work as a pair to establish goals for the next taught lesson. At this point, if the program supervisor does not provide answers or is still vague, a meeting should be scheduled with the university supervisor.
Please move forward to the next section: "Communicating Needs and Collaboration."
Communicating Needs and Collaboration
Teacher candidates have a set of requirements to successfully complete one’s coursework or placement. Although the primary purpose of a placement in a classroom is to learn to teach, this is a broad and overwhelming topic that must be addressed through specific parts and assignments over time. Therefore, a teacher candidate may need to meet requirements including attendance, professionalism, and teaching all at the same time. Inevitably, over the course of a four month semester, some situations may come up where your needs must be addressed to accomplish these goals.
Allison Shelley for EDUImages CC-BY-NC 4.0
First, it is important to share requirements with your program supervisor and plan in advance for needs. If you as a teacher candidate know that you must teach and record a lesson in two weeks, be sure to discuss that requirement prior to the program supervisor writing lesson plans for that week. Sometimes you may need data or examples of assessments to complete an assignment; be sure to discuss those requirements in advance of removing student work from the classroom. Always keep in mind that teaching and learning for your students come first, and you are a guest in your supervisor’s classroom.
When communicating with your program supervisor, it is important to make them aware of problems before they occur. Although your university supervisor is your support, it is also the role of this person to ensure you meet course and program expectations as discussed in the previous paragraph. If you are sick or cannot meet a requirement, email your supervisor(s) as soon as possible to articulate the problem, provide documentation, and provide a possible solution or solutions. Take initiative that is proactive rather than reactive. If you are unsure how to meet the needs of a group of students or an appropriate assessment for a lesson, reach out to your university supervisor and ask for guidance. Just as conversations with your program supervisor are important and help you to build skills, so should those occur when problems arise.
Please move forward to the next tab, which examines a communications scenario.
Mr. Smith is a teacher candidate, and member of a community service club The service club plans to sponsor a community service project on a Friday and Saturday. In order to complete his role as scheduling coordinator, Mr. Smith would need to be absent from his placement in his school on the Friday of the project. Based on the syllabus, this will be an unexcused absence, but it is important to him and his club. Mr. Smith decides to write an email to his supervisor indicating he will be absent due to a personal and important commitment. He includes details about his leadership in the event and the skills he is learning through this process. Mr. Smith also provides a list of three days that he is available to make up the missed classroom time.
Do you think the supervisor would excuse Mr. Smith’s absence? By taking responsibility for his schedule, ensuring he communicates his role in the event, and offering suggestions, he is taking initiative to show responsibility for multiple parts of his life. It is important to note that this communication should take place prior to the absence along with making a plan for meeting attendance requirements in a manner that is acceptable to his supervisor. Other events that may impact attendance may include the death of an immediate family member or attendance at a local conference that benefits your educational career.
In the case above, Mr. Smith was aware of his needs and respectfully asked for consideration from his program supervisor. This is an effective use of communication to ensure that the needs of the teacher candidate are met while not disrupting the educational atmosphere of the classroom to a great extent. Inevitably, the teacher candidate will have other needs throughout the semester while the program supervisor may also have requirements for the classroom.
Consider the table below and see how the needs of both parties are important to growth of the teacher candidate while ensuring that the classroom teaching and learning continues each day:
| Needs of the Teacher Candidate | Needs of the Program Supervisor |
|---|---|
| Time during school day to plan, conference with supervisor(s) and teach lessons. | For teacher candidate to arrive on time each day and demonstrate professionalism. |
| Assessment data and materials to complete requirements or reflections. | For teacher candidate to communicate teaching and other requirements prior to deadlines. |
| Regular feedback from supervisor(s) on strengths and weaknesses. | Teacher candidate communication of changes to schedules (including absences). |
| Inclusion in meetings and conferences with colleagues, students and other stakeholders. |
A prepared teacher candidate--prepared for all instruction with approved lesson plans, handouts and other materials. |
Please move forward to the next section where you can assess your knowledge of communications with supervisors.
Reflect on Your Knowledge
Consider the following reflection prompt. After writing your thoughts, you can discuss them with your supervisor(s), classmates, professors or administrators.
In looking at your semester calendar, you realize that you will need to teach five lessons throughout the semester. There is also some data that is needed about students that would best be served by a survey for each student in the beginning of the placement. First, be sure to examine your own needs for a class roster, planning time, materials, and instructional time. A list may be helpful to break down your syllabus or calendar. Finally, be sure to consider when and how you should communicate the semester requirements versus weekly details.
Think about your own strengths and weaknesses. Based on the steps above, what reminders would you need to set for yourself during the semester or school year to meet your assignments? How can you outline your communication with your program supervisor with sufficient time in addition to the schedule for your course? Be sure to act on these tips to communicate effectively with others.