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| Author | : Kathleen M. Bailey |
| Publisher | : Cambridge University Press |
| Total Pages | : 345 |
| Release | : 2006 |
| Genre | : Foreign Language Study |
| ISBN | : 0521838681 |
This book analyzes teacher supervision in a variety of settings and is a rich resource for teachers preparing to hold supervisory positions and for practicing language teacher supervisors alike.
| Author | : Duncan Waite |
| Publisher | : Routledge |
| Total Pages | : 256 |
| Release | : 2004-06-02 |
| Genre | : Education |
| ISBN | : 1135719268 |
Published in the year 19595, Rethinking Instructional Supervision is a valuable contribution to the field of Education.
| Author | : James Nolan, Jr. |
| Publisher | : Wiley |
| Total Pages | : 0 |
| Release | : 2007-09-17 |
| Genre | : Education |
| ISBN | : 9780470084052 |
Now in its second edition, this brief yet comprehensive book will help readers develop an effective teacher supervision and evaluation system. It first focuses on classroom supervision and coaching, presenting differentiated supervision and professional development strategies for promoting teacher growth. The book then examines the principles, standards, and procedures for effective teacher evaluation as well as addresses the supervision and evaluation of preservice, novice, and marginal teachers.
| Author | : Kim Marshall |
| Publisher | : John Wiley & Sons |
| Total Pages | : 337 |
| Release | : 2009-10-30 |
| Genre | : Education |
| ISBN | : 0470553995 |
In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
| Author | : Rebecca West Burns |
| Publisher | : IAP |
| Total Pages | : 231 |
| Release | : 2022-02-01 |
| Genre | : Education |
| ISBN | : 1648027202 |
Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O’Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors “may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field” (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.
| Author | : James M. Aseltine |
| Publisher | : ASCD |
| Total Pages | : 258 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 1416604677 |
Provides information on how to transform a supervisory system into a performance-based model that connects to student achievement and teacher professional development.
| Author | : National Council of Teachers of English. Committee on Supervision |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 1949 |
| Genre | : English language |
| ISBN | : |
| Author | : Michael DiPaola |
| Publisher | : IAP |
| Total Pages | : 418 |
| Release | : 2018-02-01 |
| Genre | : Education |
| ISBN | : 1641131683 |
In this second edition of Improving Instruction Through Supervision, Evaluation, and Professional Development we’ve maintained the conceptual framework while updating sections to provide the most recent research on instructional strategies that have the most promise of helping all students learn. Modifications of the law resulting from the reauthorization of the 50-year-old Elementary and Secondary Education Act—Every Student Succeeds Act (ESSA) (2015)—and their implication for practice are embedded throughout this new edition. Updated data collection tools for classroom observations are also provided. We included a link to a website that contains all the observation tools in electronic format so that observers can have the opportunity to collect data on a tablet or laptop, save the observation data as a PDF file and e-mail those data to the teacher observed. This new edition recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers—tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. However, observing instruction, collecting data for reflection, and having conversations about teaching, are not the sole provinces of principals. Master teachers, teacher leaders, and teacher colleagues can also benefit from the supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools. The book provides numerous tools specifically designed to collect a variety of data in classrooms to improve instruction. Embedded in each chapter are exercises to apply Theory into Practice by responding to a set of questions posed by the key issues of the chapter. After the explication and illustration of the key concepts and principles of the chapter, actual Instructional Leadership Challenges as described by a successful practicing principal for reflection and analysis.
| Author | : Baily |
| Publisher | : |
| Total Pages | : |
| Release | : |
| Genre | : |
| ISBN | : |
| Author | : Kazi Hoque |
| Publisher | : GRIN Verlag |
| Total Pages | : 79 |
| Release | : 2016-05-23 |
| Genre | : Education |
| ISBN | : 3668223513 |
Anthology from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, grade: Post School, The University of Malaya (Faculty of Education), language: English, abstract: This book comprises five chapters. Every chapter focuses on a specific topic. Chapter one defines supervision and describes its classification in details with application. Different empirical studies , theories and models are analysed for clearer understanding on supervision. Chapter two has the details of contribution of supervision in educational sector especially in the areas teachers’ preparation to become a better classroom teacher. Chapter three portraits the scenario of supervisory practices in Malaysian schools in the areas of supervisory tasks, directive supervision, collaborative supervision, and non-directive supervision. Chapter four is the result of an inquiry in Malaysia to find the level of engagement of teachers in supervisory practices while Chapter five is the result of investigation of the impact of supervision on teacher development in Malaysian perspective. This book includes Malaysian cases to see to what extents supervisory theories link to practices.
