Download or read book A Study of Teachers Perceptions of the Effectiveness of the Instructional Supervision Process in a Selected School District written by Pat Jones and published by . This book was released on 1992 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Instructional Supervision written by Sally J. Zepeda and published by Routledge. This book was released on 2011-01-11 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Teachers Perspectives of Teacher Supervision Policies Practices in Charter Schools in Pennsylvania written by Ellen Berson and published by . This book was released on 2011 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers' perceptions of the efficacy and impact on the current system. Data will be gathered on nine teachers and two teacher supervisors through a series of in-depth interviews, structured observations and document examination at each of the two selected charter schools. There are no experiments being conducted, nor is there any controlling factors in this qualitative study. Instead observations and interviews will be conducted that will allow the voices of the respondents to be heard. The goal is to hear what teachers' persona perspectives are of the supervision process within their respective schools. This study moves beyond typical supervisory efficacy studies. First because of the setting in charter schools and secondly by examining the teachers' perspectives of the supervision practices and policies within their schools. In order to gain a better understanding of the context for this study, it is necessary to look at the history of the charter school movement as well as the impact charter schools are having on traditional public schools as a result of the Educational Reform Movement. The current education reform standards found within the No Child Left Behind Act (2001) has brought about a renewed focus on the systems being used to critique teacher efficacy. It is the system that is used to assess teacher quality, through teacher supervision practices and policies that this case study will address. Linda Darling-Hammond (2007) who writes extensively on teacher quality, proposes creating a "high-quality teacher-performance assessment that measures actual teaching skill." (p. 48). One that can be used for "determining teachers' competence." (p. 48). The need for this kind of assessment for teacher efficacy is important since "there does not appear any specific credential or characteristic that is a silver- bullet predicator of quality." (Goldhaber, 2006, p.1). This qualitative case study will show the reading what systems currently exist within the teacher supervision practices and policies in these two selected charter schools in Southeast urban Pennsylvania. What drives this study will be the revelations of the teachers working in these charter schools who will share their personal point of view of the teacher supervision process based on their own experiences, through document and field observations. The study in itself will not examine any quantitative links with student achievement but is nevertheless based on the idea that good teacher supervision improves teaching that ultimately impacts student achievement levels. "Educational research convincingly shows that teacher quality is the most important schooling factor influencing student achievement." (Goldhaber, 2006, p.1). Therefore it can be argued that teacher supervision can potentially improve teacher quality that in turn is directly linked to student achievement. While this study will focus on the exploration of teachers' perspectives of the teacher supervision process that exists within charter schools, the outlying factors such as teacher education, hiring and teacher retention are instrumental in student achievement cannot be ignored, however this study will concentrate only on teacher supervision practices. The significance of this study is that it may provide additional insight on teacher supervision practices, which include a broad range of approaches from instructional, collegial, peer, clinical and self-directed. This study will provide information that will answer the overarching research question, what is the state of teacher supervision in two selected charter schools in Southeastern urban Pennsylvania? Little research has been published specifically on teacher perceptions of teacher supervision practices in urban charter schools. Teacher supervision and teacher evaluation "the process by which teachers are assessed professionally" (Goldrick, 2002, p.2) in urban charter schools have not previously been the subject of rigorous examination. Out of 664 dissertations that addressed the topic of charter schools, teacher supervision practices, teacher perceptions of teacher supervision practices and the impact teacher supervision has on student achievement, only 12 studies (less than 1%) focused on these areas of research. This paucity illustrates the need to increase studies in the area of teacher supervision practices to determine if they are impacting student achievement. The significance of this study comes from learning about a previously unexplored phenomenon in the increasingly influential charter school. Although this study could extend beyond the boundaries of teachers' perspectives and potentially draw conclusions on the efficacy of teacher supervision practices based on the outcome of student achievement levels, that is not the focus or the reason for this study. The primary focus will remain on teacher's perceptions of the teacher supervisory practices in these two charter schools.
Download or read book The Supervision of Instruction written by Arvil Sylvester Barr and published by . This book was released on 1926 with total page 654 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Supervision and Evaluation written by James Nolan, Jr. and published by Wiley. This book was released on 2007-09-17 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher and Administrator Perceptions of Danielson s Framework for Teaching Supervisory Process written by Dana J. Edwards and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of Danielson's Framework for Teaching supervisory process. Three suburban public school districts in southeastern Pennsylvania were the focus of this study. Teachers (48) and administrators (24) were questioned through online questionnaires with Likert-type scale statements, open-ended questions, and individual interviews. The research instruments enabled the researcher to focus on the following topics: (a) the benefits of Danielson's Framework for Teaching, (b) the impact of Danielson's Framework for Teaching, and (c) improvements that can be made to Danielson's Framework for Teaching. The findings of this study indicated that Danielson's Framework for Teaching is a supervisory process that encourages academic achievement and professional growth. Teachers and administrators reported being much more comfortable with this supervisory process when compared to those that were used previously. In addition, participants indicated the Framework provides for common language and objective components, which allow for professional discussion focused on student achievement and professional growth. An area of concern that was revealed in the study is the substantial time commitment required for the Framework to be implemented with fidelity in all schools with all professional staff. The Pennsylvania Department of Education piloted the new teacher evaluation system called the Teacher Effectiveness Project over three years starting with the 2010-2011 school year. Beginning with the 2013-2014 school year, the four domains indicated in Danielson's Framework for Teaching supervisory process account for 50% of each teacher's evaluation in the new system. With Danielson's Framework for Teaching being such a new process, teachers and administrators must understand the most recent research in this area to increase its effectiveness on student achievement and professional growth. However, further research is still needed in Pennsylvania to identify the Framework's strengths and weaknesses over time.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Supervision of Instruction written by Hubert Wilbur Nutt and published by . This book was released on 1920 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: The following discussion and analysis of the elements of the supervisory process, and statement of the technique and professional standards for the supervision of instruction, will be read with interest by those who are concerned with the work of school supervision. The fundamental purpose of all school supervision is to increase the efficiency of the classroom teacher. For a supervisor to be constructively critical and helpful requires a good understanding of both the purposes and the technique of supervision; and the fundamental principles and methods underlying such helpful and constructive service the author of the present volume has here set forth.
Download or read book Supervision for Learning written by James M. Aseltine and published by ASCD. This book was released on 2006 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides information on how to transform a supervisory system into a performance-based model that connects to student achievement and teacher professional development.
Download or read book A Study of Influential and Effective Supervisory Roles as Perceived by the Primary Teachers in Newfoundland and Labrador written by Frederick Samuel Bullen and published by . This book was released on 1972 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the basic underlying assumptions of this study was that supervision is a function of various roles in any educational system. Taking this as a frame of thought, this study was designed to identify and analyze the supervisory roles which primary teachers perceive as being influential and effective in helping teachers improve the content, processes and outcomes of their work in the school or classroom. The major problem of this study was: Which supervisory roles are perceived as influencing or affecting teachers' behavior and to what extent are the various influential roles perceived as being effective in improving teachers' behavior? It was hypothesized that the primary teachers of Newfoundland and Labrador would perceive those supervisory roles that are close to them in physical distance to be more influential and more effective than those roles that are far removed from the classroom teacher. -- The 300 primary teachers who were randomly selected to participate in the study were requested to complete a nine page questionnaire. Firstly, the sample teachers identified the supervisory roles (from a list of 15 possible supervisory roles which exist in the schools, school districts, Department of Education, Newfoundland Teachers' Association and Memorial University) that they perceived as influencing or affecting their behavior. Secondly, the teachers indicated (on a four point scale ranging from 4 - very effective to 1 - ineffective) the extent to which they perceived the influential roles as being effective, that is, the extent to which the influential roles served to improve the teaching-learning process. -- The roles perceived to be most influential were: principal, board supervisor, district superintendent, 'other teacher', board specialist, and vice-principal. The same roles were included among those roles perceived as being the most effective. Of all roles considered, the principal's role was perceived as being the most influential and the most effective in serving to improve the content, processes and outcomes of the teacher's work in the school or classroom. Certain school and teacher variables were related to teachers' perceptions of the most influential and the most effective roles. These related variables were: size of town in which school is located, population of area served by the school, grade or grades taught, type of school board, size of school, teaching experience, and academic and professional training. -- The implications of this study are very clear. According to teachers' perceptions, many supervisory roles influence teachers' behavior and also help teachers improve their work in the school or classroom. However, teachers' perceived influence and effectiveness of supervisory roles decreases as the physical distance between the incumbent of the role and the teacher increases. There is little doubt that the incumbent in supervisory roles, to be effective in helping teachers improve the teacher-learning process, must work directly with teachers and must be close to the teacher he/she is trying to help.
Download or read book Reimagining Instructional Supervision written by Francis M. Duffy and published by Rowman & Littlefield. This book was released on 2017-03-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: The history of instructional supervision has been relatively constant. From the days when the first colonists arrived and established schools for their children until today instructional supervision has consistently focused on the critical examination of a teacher’s classroom behavior with the assumption that supervising individual teachers could significantly improve teaching and learning throughout a school system. That assumption has proven to be flawed. The author believes that the focus of instructional supervision needs to shift off of individual teachers to focus on transforming the organization design and functioning of entire school systems. Instead of observing teachers working in their classrooms a re-imagined instructional supervision process would focus on transforming three sets of key system variables: Transform the system’s environmental relationships, transform the system’s core and support work processes, and transform the system’s internal social infrastructure. Supervising Knowledge Work describes the salient features of a re-imagined supervision process called Knowledge Work Supervision that is designed to transform entire school systems.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supervision That Improves Teaching and Learning written by Susan Sullivan and published by Corwin Press. This book was released on 2009-05-27 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this exciting, new edition of Supervision That Improves Teaching, the authors have taken their reflective clinical supervision process to a new level and focused on the demands that diversity and technology have placed on the supervision cycle. The authors recognize that if supervision of instruction is to be successful, we must address these needs. Therefore, they have built this third edition around the context of diversity within a technological environment. Our new scenarios describe teaching and learning dilemmas for English Language Learners. An additional case study also highlights English Language Learners within the context of "Critical Friends" groups and new observation tools center on the diversity of our schools. Finally, suggestions abound for use of the book within a technological environment - from blogs and wikis to strategies for teaching a hybrid or completely online course. Sullivan and Glanz have also addressed the dilemmas of preserving meaningful supervision in an era of high-stakes testing and local, state, and national standards. The authors′ reflective clinical supervision model encourages and prepares educators to be thoughtful collaborators in improving classroom instruction. And they have extended the options for teacher observation to a thorough but manageable set of tools for standards-based supervision. Outstanding additions to the third edition include: - New scenarios, cases and tools focus on the need for differentiated instruction for diverse and exceptional populations in the schools - Use of this book to evaluate the technological environment in schools in areas such as distance learning, online training, blogging and research - The authors draw a clearer distinction between evaluation and supervision in this 3rd edition - The timeline for the Supervision cycle in Chapter 1 has been updated and revised - Observation Instruments in Chapter 3 have been revised to be more reader and user friendly - Strategies and observation tools for maintaining reflective supervision in a standards-based environment This bestselling approach continues to offer interpersonal tools for initiating and providing feedback on classroom observations, alternative approaches to common supervision practices, and the tools necessary for present and future educational leaders to develop dynamic conversations about learning between and among educators-the essence of what effective supervision is really about.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1992-06 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Elementary Teacher Perceptions of the Effectiveness of a Differentiated Supervision Model written by Linda J. Leib and published by . This book was released on 2014 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study investigated the perceptions of elementary school teachers regarding the effectiveness of a differentiated supervision model on their professional growth, its impact on their instructional practices, and their suggestions for improvement of the model. The participants were tenured elementary school teachers of kindergarten through 5th grade in a suburban school district in southeastern Pennsylvania. This research was based on the responses of 26 elementary teachers who completed the online survey that included Likert responses and open-ended questions. The researcher also interviewed 3 teachers to further investigate their beliefs regarding the differentiated supervision model. Results of the study indicate the majority of teachers perceived that participation in the differentiated supervision model had resulted in professional growth and instructional changes within the classroom. Teachers believed that they had gained new knowledge and had improved their skills as educators. Many teachers viewed the opportunity to work with peers as an advantage of the model and many requested more time for such collaboration and for reflection. The data indicate that teachers perceived that the use of a differentiated supervision model was a useful means of professional development.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1993 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Instructional Supervision written by Sally J. Zepeda and published by Taylor & Francis. This book was released on 2016-08-12 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text for prospective school leaders enrolled in instructional supervision and evaluation courses provides the knowledge and practical tools to improve teacher effectiveness. Melding theory and practice, this book is a definitive guide to successful classroom observations, pre- and post-observation conferences, and approaches such as action research, peer coaching, and mentoring. The fourth edition of this text has been thoroughly updated to meet the needs of school leaders in today’s educational climate. Features new to this edition include: Additional and updated tools to support school leaders in conducting effective classroom observations and assessing teachers’ professional learning needs; New case studies, suggested fieldwork, and extended reflections to outline practical applications for the strategies discussed; Suggested readings to supplement the information included in this book; Expanded discussions of professional learning communities and the topic of motivation; New chapters on teacher evaluation and instructional strategies that support personalization and learning technologies. This book offers strategies to work with teachers at all stages in their careers, laying a strong foundation for effective instructional supervision in PreK-12 schools. Many of the templates and tools in this book are also available as free eResource downloads from our website (www.routledge.com/9781138649347).
