Issue link: http://educator.cta.org/i/25821
LEFT: After observing Maria Rao’s math lesson, Radu Toma, right, gives her kudos for keeping students focused and on track. Toma is an “instructional supervisor” at Palo Alto High. other pair of eyes in the classroom, you can really focus on how you get your sub- ject matter across.” Sometimes instructional supervisors meet with teachers in advance of a lesson they will be observing. Other times they just drop in unannounced. Afterward there are meetings to talk about what was good, what can be improved, and what can be done differently. “It’s an expensive program, but it tells pleted PAR have been rejuvenated by learning new skills and reflecting on their practice, she adds, while a few vet- eran teachers in PAR came to the realiza- tion that it was time to pursue another career. Despite statewide budget cuts, the program will continue, says Littman. The district spent approxi- mately $400,000 last year on PAR, BTSA and professional development — some of which comes from the state, but a portion also comes from the district’s general fund. “The district chooses to fund our program because it’s a priority,” she says. “It’s be- cause they know that it’s working.” low teacher who is also her “instruction- al supervisor.” Three years later, she con- tinues to receive support and advice from him. Created by Palo Alto Education Asso- Suz Antink Instructional supervisors lend a helping hand When Maria Rao was hired as a high school math teacher three years ago, stu- dents in her classes began behaving badly around the third week. She was taken aback and was not sure what to do. After all, this was Palo Alto High School, one of the highest-achieving schools in the nation. She sought some classroom man- agement advice from Radu Toma, a fel- 12 California Educator | FEBRUARY 2011 ciation members and administrators, the Instructional Supervision program matches mentor teachers with new teach- ers for one-to-one support. Veteran teachers also get sup- port from instructional super- visors. Every English, science and math department in the district’s middle school and high schools has an instruc- tional supervisor who teaches their own classes, but is grant- ed relief time for coaching their peers. Instructional supervisors also help administrators make hiring decisions for new staff, and support teachers once they are hired. Unt i l recently, they were responsible for eval- uations of all teachers, but they will now share that responsibility with ad- ministrators. “It makes fabulous sense; it’s the rea- son I came to California,” says Suz An- tink, a math teacher at Palo Alto High School and a former instructional super- visor for 18 years. “When you have an- us that the district values us deeply,” says Antink. “There is never any talk about cutting it. If you want teachers to grow in their craft, you have to invest in them.” Such a program may not work in every district, says Toma, the current instruc- tional supervisor for the math department at Palo Alto High School, but it works in Palo Alto, because teachers are receptive to constructive criticism and want stu- dents to succeed. He says instructional supervisors give support and advice that could only come from an experienced teacher in the same subject. Rao is grateful for Toma’s help. “It makes such a difference when advice comes from someone who knows what they are talking about,” she says. “Some- times I’m nervous, but our conversa- tions make me feel that I’m growing as a teacher.” Collaboration, not isolation Collaboration is the key to success at Sparks Middle School in La Puente, a school where teachers support each other in professional learning communities. Hacienda La Puente Teachers Association members created a schedule that allows them to meet as a group in daily collabo- ration time on top of their standard prep period. Dani Tucker, association presi- dent, says the practice has dramatically increased student achievement and im-