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We learn from people and it is for this reason that the humanity of the teacher represents the core of the educational experience.

-- Soka Education, 2010, p. 117

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To help a pupil to have meaningful experiences, a teacher must know the pupil as a person. This means...that the teacher must strive to know himself.

-- When Teachers Face Themselves, 1955, p. 82

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Lave & Wenger on communities of practice

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Lave & Wenger on communities of practice

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The effectiveness of the circulation of information among peers suggests...that engagement in practice, rather than being its object, may well be a condition for the effectiveness of learning.

-- Situated Learning, 1991, p. 93

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Activity 3: Teachers use Swivl to share videos of their teaching

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Activity 3: Teachers use Swivl to share videos of their teaching

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The Swivl platform allows teachers to record their instruction and share it with peers.  In offering each other critical feedback, teachers can build community through their co-equal vulnerability in sharing, while at the same time exposing one another to different teaching contingencies, concerns and capabilities.  Regular and frequent sharing of instructional practices in this way accords with Lave and Wenger's (1991) notion of a learning curriculum, which they describe as "not something that can be considered in isolation...[nor] analyzed apart from social relations" (Situated Learning, p. 97).

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Activity 7: Teacher observes peer with supervisor.

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Activity 7: Teacher observes peer with supervisor.

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This activity will happen once for each teacher in the seminar. When the schedule for supervisory visits is made at the start of the course, teachers will choose one of these visits to accompany the supervisor. For example, a teacher might want to visit the classroom of a member of their small group, or who teaches the same grade level, etc. On the day of the visit, the supervisor and accompanying teacher will be together, but follow a protocol in which they do not share about their observations until a designated debriefing session. The protocol for this debriefing will prohibit the supervisor from divulging anything evaluative about the observed teacher. Both the supervisor and the accompanying teacher will share (1) what they noticed, and (2) questions that arose for them. The accompanying teacher may, if they choose, voice interpretations about what they say and make suggestions, but the supervisor may not do so.

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There are no formulas for good teaching, and the advice of experts has but marginal utility. If we want to grow in our practice, we have two primary places to go: to the inner ground from which good teaching comes and to the community of fellow teachers from whom we can learn more about ourselves and our craft.

-- Courage to Teach, 2017, p. 146

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Teachers will engage more collaboratively around the craft aspects of teaching, but more importantly, will build a sense of community through the process. They will build from each other's strengths, as well as gain valuable insights and support through sharing their challenges.

Further, by becoming more engaged in the observational aspects of supervision--through sharing, discussing their teaching videos and visiting a peer's classroom--they will develop a broader view of teaching and their roles within it.

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The Courage to Teach -- Parker J. Palmer

Hope and Joy in Education -- Isabel Nunez & Jason Goulah (Eds.)

The Light of Learning -- Daisaku Ikeda

Living as Learning -- Garrison, Hickman & Ikeda

The Art of True Relations -- Wider & Ikeda

Emile -- Jean-Jacques Rousseau

How to Survive in Your Native Land -- James Herndon

Teacher with a Heart: Reflections on Leonard Covello and Community -- Vito Perrone

Situated Learning: Legitimate Peripheral Participation -- Jean Lave & Etienne Wenger

When Teachers Face Themselves -- Arthur T. Jersild

Bitter Milk: Women and Teaching -- Madeleine R. Grumet

"To Be and To Have" (film) -- Nicholas Philibert (Dir.)

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Below is a typical agenda for a 90 min. class. All of these activities should be possible in this time frame, but can be alternated. The video viewing and discussion will be a central activity, but can be abbreviated or substituted by guest speakers or another activity. Discussions on readings can also be shortened, lengthened or postponed as needed.

Campfire: quick share-outs from each teacher: How is your week going? What are your victories and challenges?

Videos: Students are members of groups of three. Outside of class time they have already met (online) to review each other's videos for the week.  They have chosen one of these videos to present to the class for feedback and discussion. Each group shares one of its member's videos and the class discusses.

Readings: Reactions to readings should happen during each class if possible, even if briefly. Teachers will be asked to commonplace excerpts from these readings and to speak from their selections. Doing so will both focus and expedite the discussion.

Preconference: Whichever teacher is next to be visited will present their lesson plan and receive feedback from peers and instructor.

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10 activities connecting seminar & field visits

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10 activities connecting seminar & field visits

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1. Seminars include activities for self-understanding and discovery related to the practice of teaching.

2. Teachers present instructional resources and practices in class.

3. Teachers use Swivl to record and share short videos of their teaching each week.

4. groups and class view and offer feedback.

5. Teachers conduct preconferences with the whole class and receive peer & instructor feedback before instruction.

6. postconferences will only be conducted between individual and their supervisor.

7. Each teacher observes one of their peers with the supervisor.

8. Teachers create commonplaces from assigned readings as a mode of journaling.

9. commonplaces are shared and used to guide class discussions.

10. Former Lehman student-teachers, and others present on a variety of topics as guest speakers.

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How can supervising look more like coaching?

How can the social emotional wellbeing of early-service teachers be an integral part of supervision?