This activity relates to all of the standards for clinical supervision and especially to standards 7.3,7.5,7.6 and 7.8.  

In the following professional development activity, the leader of the activity first explains the espoused platform concept and the active listening process. He or she then demonstrates an episode of active listening with a volunteer from the group. The active listening is focused on the volunteer’s espoused platform and generally begins with factual questions as to the nature of the job. As most often the volunteer is a classroom teacher, these questions would address subject(s) taught, the nature and number of students taught, years of experience, and description of the school context. Next,1 good leaders focus on teachers’ sense as to how they influence students —their goals for their learning. Often one goal that seems important to a teacher is then pursued by asking what the teacher does to accomplish the goal. The leader tries to accurately summarize the teacher’s strategies, connecting them to the goals they are intended to serve. Depending on the context, the leader may shift focus to a district goal (possibly improved assessment of learning) to a concern of the teacher (if such a concern can be elicited), or to a discussion of specific students (if differentiation of instruction is of interest).

One of the keys to a successful demonstration is developing an explicit connection between the teacher’s ideals for teaching and their regular strategies for teaching. Thus, the crucial bridge between one’s personal goals for teaching and the practices one uses is articulated, illuminating part of the espoused platform. Of course, another key to the demonstration is to build upon what the teacher says—as opposed to what the leader may want the teacher to say. When the goal is to capture the teacher’s perceptions and beliefs, questions or moves that lead the teacher to the leader’s point of view are counterproductive.

During the demonstration, other participants are asked to record observations about the leader’s moves. They are explicitly directed to separate what they actually see and hear (the descriptive documentation) from their interpretations or judgments of those actions. Following the demonstration, observers are asked to share their observations — first, through simple descriptions without interpretation; then, by connecting judgments or interpretations to the observed behavior. After identifying moves that seemed most helpful and any that may have been counterproductive to active listening, participants divide into groups of three to replicate the exercise in active listening. One person serves as the leader who is practicing active listening; one person serves as the educator discussing her/his own platform; the third person serves as a process observer, again collecting descriptive information regarding the leader's performance.

After giving each triad time to complete the demonstration and to give constructive feedback to the leader, the entire group reassembles to discuss the uses of active listening and the value of discussing espoused platforms for supervision. Often participants note the disparity between the level of discussion elicited by this brief exercise and the level of discussion experienced as a part of supervision in schools. Experienced teachers often report that such focused discussions seldom occur as part of supervision and that when they do, they are generally “supervisor dominated.” Even when those engaged in the exercise are themselves supervisors, seldom does anyone report that such fruitful interactions are already a part of the supervisory routine.

Another common observation is that active listening is not the only way a supervisor should interact with a teacher. Of course, there are times when active listening is really dysfunctional. Still, the ability to use the skill when it is indeed helpful is needed to serve the standards suggested. Although any of these standards might be a topic explored using platform-based, active listening to capture a teacher’s perspective on the standard, standards 7.3, 7.5, 7.6, 7.7, and 7.8 in particular, seem to require such skilled communication.

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1The sequence of these topics varies considerably depending upon the teacher's demeanor and preferences. The aim here is not to provide a protocol to follow; rather, it is to offer one potential course of discussion. Responding to and illuminating the teacher's sense of connection and flow takes priority over following an agenda set by the supervisor.