Download or read book Teachers Perceptions Concerning Conceptions of Teaching Work and Differentiated Supervision written by Catherine Patricia Cecelia Kielty and published by . This book was released on 1991 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2003 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Supervision in Education written by Bernadette Marczely and published by R&L Education. This book was released on 2002-04-25 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now there is a text that provides students with a comprehensive blueprint for supervisory practice in the field of education. In Supervision in Education Bernadette Marczely draws on her expertise in both law and education to fully explain different methods of supervision and to carefully identify the legal issues that drive each approach. The book presents the information future educational administrators need to know, plus it offers helpful pointers on what they need to do. Students will learn: _ How to understand the distinction between evaluation and supervision. _ How to personalize supervision to address unique professional needs. _ Why legally effective evaluation requires evidence of preliminary supervision. _ Why teachers, administrators, certified, and noncertified staff all merit thoughtful supervision. _ What legal and management implications to anticipate from different methods of supervision. _ Job descriptions, tables for differentiated supervision, case citations, and supervisory forms and procedures reinforce the text and help students apply the material in their future practice. Receive a free Instructor's Manual (0-8342-1910-7) when you order 10 or more books.
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 Independent School Teachers Perceptions of Supervision and Evaluation written by Anne E. Graybeal and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation addressed the teacher supervision process in one independent school in the United States. It explored teachers' approaches to giving and receiving feedback, their perceptions of students' motivation for learning versus their own, and the significance of their professional identities as teachers.The study was motivated by three research questions: (1) What forces shape and mediate independent school teachers' perceptions of the evaluation process? (2) What do independent school teachers describe as the intersections between student assessment and teacher evaluation? (3) What are the implications of independent school teachers' experiences of evaluation for the practice of teacher supervision? The goal was to inform the evolution of more a robust model of independent school teacher supervision and to expand the literature on independent school teaching and learning. The focal population was a group of fifteen Upper School teachers at an independent, co-educational, non-sectarian PK-12 independent school in a Midwestern city in the United States. The study included individual interviews, focus groups, and document review.What emerged was a recognition that, while parallels exist between the feedback that participants give to students and the feedback they prefer to receive from supervisors, their motivations for professional learning differ significantly from those of their students. Participants' conceptions of their professional identities, as well as their relationships with administrators and with the institution, yielded useful insights about ways to evolve systems of teacher supervision in independent schools. Systems that offer teachers the opportunity to reflect on their professional identity and experience and that make clear connections between supervision and school mission may be particularly productive.
Download or read book Differentiated Supervision written by Ann Mausbach and published by Corwin Press. This book was released on 2022-08-02 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic observation practices to drive coherence and results Supervision is often dreaded by teachers and principals alike because it can be disconnected from the context of the actual classroom and school. But when a culture of supervision is created – by differentiating which practices have the greatest impact in the context of the work educators are doing at the building and individual level – then supervision is about examining practice, working together to solve problems, and constantly improving. Differentiated Supervision shows you how to develop a laser-like focus on improving an entire system while simultaneously addressing the individual needs of a diverse teaching staff. It lifts supervision out of isolation and presents a comprehensive model that provides a coherent method for creating a culture of supervision for supporting individuals, small groups, and the whole school in implementing high leverage strategies that improve student learning. Readers will find: A clear framework for knowing what supervision practices to use when, and for what purpose Useful templates and protocols for different supervision practices on a companion website Helpful examples and vignettes from the field to show how to differentiate supervision for teachers A unique focus on student learning at the center Supervision is more than a series of steps that leads to final evaluation - its changing the culture and achievement in your school from just thinking about it as appraisal, but a powerful mechanism for growth.
Download or read book Perceptions of Role Differentiation Concerning Supervisory Personnel in Art Education written by Bernice Bingham Loughran and published by . This book was released on 1958 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1991 with total page 724 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Survey of Teachers Perceptions of Differentiated Supervisory Practices written by Charles D. Robey and published by . This book was released on 1996 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1984 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several years of research support a differentiated system of supervision in which teachers can choose from among four different supervision styles. With the clinical style, intense observation and feedback is conducted by a trained supervisor. Cooperative professional development consists of small teams of peers working together for their mutual growth. With self-directed development, the individual teacher assumes primary responsibility for his or her own growth. Administrative monitoring is a process by which the administrator conducts brief drop-in visits and conferences. Although research indicates that the differentiated system is feasible and has a positive effect on those who participate, it will not be effective in all schools or with all teachers. An implementation process that has been found to be generally effective is presented, but each school is encouraged to develop its own version of the system, after teachers, supervisors, and administrators have had an opportunity to discuss ideas and their own needs. (FWR)
Download or read book 2nd International Conference on Lifelong Education and Leadership for ALL ICLEL 2016 written by Prof. Dr. Osman TITREK and published by Prof. Dr. Osman Titrek, Ilze Mikelsone, Linda Pavitola, Gözde Sezen Gültekin. This book was released on 2016-12-29 with total page 1038 pages. Available in PDF, EPUB and Kindle. Book excerpt: All rights reserved by ICLEL Conferences
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 Teachers Perceptions of Supervision in Virginia written by Gary Edward Smith and published by . This book was released on 1974 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions Regarding Supervision and Evaluation in the Nine Elementary Schools of District 834 Stillwater Minnesota written by Burnell Anderson and published by . This book was released on 1979 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Non tenured Teachers on the Impact of Teacher Supervision on Instructional Practices written by Tony L. Watson and published by . This book was released on 2001 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined non-tenured public school teachers' perceptions of the impact that the supervision process has on instructional practices in the classroom. Additionally, the study examined whether instructional changes were made as a result of teacher supervision. Results concluded that the needs of this group are not being met with the current supervisory process and recommendations were made regarding improvements in observation and methods of evaluation.
