Download or read book The Impact of Supervision on Instructional Practices as Perceived by Teachers and Administrators written by Susan E. Sneath and published by . This book was released on 2008 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to elicit and examine teacher and administrator perceptions of the impact of teacher supervision on instructional practices. These perceptions were educed through the use of a researcher-generated questionnaire, teacher interviews, and administrator interviews. Teachers and administrators consistently perceived the supervisory process as paramount to the improvement of instruction as long as teacher supervision was of high quality and expectations were clearly communicated. The most valuable component of teacher supervision was the opportunity for face-to-face discussions between principals and teachers about instructional practices. Teachers have the desire to be seen and acknowledged for their daily work. More importantly, teachers wish to have a dialogue about their craft with their leader. All the administrators in this study discussed the virtues of visiting classrooms on a regular and frequent basis.
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 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 Supervision written by Peter Burke and published by Charles C Thomas Publisher. This book was released on 2005 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first edition of this book, titled A DESIGN FOR INSTRUCTIONAL SUPERVISION, provided a structural framework for an effective program of instructional supervision. The basic cognitive thrust of this second edition, SUPERVISION: A Guide to Instructional Leadership, remains the same as the first. What has changed is the attention to the detail surrounding the design components. References have been updated and streamlined, activities have been modified, and examples of structure have been created using the current national policy situation as a base. Philosophical and historical definitions of supervision are maintained and expanded in this edition. It will help professionals with responsibilities for instructional leadership design a supervisory program that fits a local situation by taking advantage of the foundation provided herein. Attention is given to the selection of and the interrelationships between those assumptions, principles, objectives, criteria, and procedures so that planners of supervisory programs will gain the knowledge and tools necessary to create that structure from this book. It also provides a means for schools to have a well-conceived, carefully designed, properly implemented, and continuously evaluated plan for the supervision of instruction in order to reply competently to state and federally mandated assessments for students. In addition, personal perspectives of the authors are presented in each part of the text. The book will serve as a guide and provide direction to instructional supervisors, directors of services, principals, administrators at all levels, teachers, grade level or department chairs, and others interested in the management of instruction in the school setting.
Download or read book A Study of the Perceptions of Teachers Principals and Supervisors about the Present Practice and the Ideal Practice of Instructional Supervision in the Public Schools of Tennessee written by Frederic William Patterson and published by . This book was released on 1990 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Their Supervisors Feedback on Their Professional Growth and Collaboration Throughout the Teacher Evaluation Process written by Jennifer Miller and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined teachers' perceptions regarding the feedback provided by their supervisor on their instructional practice, the impact of the supervisory model on teachers' professional growth, and the teacher-supervisor relationship. The participants were teachers from a district in southeastern Pennsylvania. There were 61 teachers that participated in this study. A researcher-designed survey, with Likert-scale and open-ended questions, was used to collect data. This survey was approved by an experienced educator panel. To further investigate participants' perceptions, the researcher interviewed 12 teachers utilizing researcher-designed and experienced panel approved questions. The results of this study indicated that teachers perceived the dialogue component of the supervisory process to be valuable. The teachers, who took part in this study, found their most recent observational rating as an accurate representation of their performance. The perceptions of these teachers indicated that teachers valued the feedback from their supervisor because the feedback afforded an opportunity for self-reflection about their instruction or classroom environment. The results of this study also revealed that teacher-supervisor relationships varied for reasons beyond the supervision model in place. The data collected in this study may be helpful for administrators and teachers to analyze their current supervisory model and its subsequent impact on teachers and supervisors.
Download or read book Improving Instruction Through Supervision Evaluation and Professional Development written by Michael DiPaola and published by IAP. This book was released on 2013-12-01 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new book 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. Observing instruction, collection data for reflection, and having conversations about teaching however, are not 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.
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 Rethinking Teacher Supervision and Evaluation written by Kim Marshall and published by John Wiley & Sons. This book was released on 2013-03-28 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher supervision and evaluation that emphasizes fairness, excellence, and achievement In this thoroughly revised and updated edition of his bestselling 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. Revised edition of the classic book on teacher supervision and evaluation Includes thoughts on iPad and iPhone aps for classroom observation Offers new chart on how principals can manage ten mini-observations per teacher per year Contains new thoughts on merit pay, a different approach to the test-score argument from Arne Duncan 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.
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.
Download or read book Differentiated Supervision written by Allan A. Glatthorn and published by Association for Supervision & Curriculum Development. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated supervision is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive. The differentiated model provides intensive development to nontenured teachers and to tenured teachers with serious problems. The rest of the faculty receive options for fostering their professional development, working in collaborative teams or opting for a self-directed approach. This book describes a model of differentiated supervision and offers suggestions for its implementation. Chapter 1 presents a rationale for differentiated supervision and briefly describes its components. Chapter 2 explains the foundation elements needed by all teachers to make the model work effectively. The third chapter describes processes for fostering the learning-centered classroom, with a focus on learning outcomes. Chapters 4 through 6 explain how each of the following developmental options works: providing intensive development; fostering cooperative professional development; and facilitating self-directed development. The seventh chapter focuses on the evaluative options in a differentiated system, which distinguishes between two types of evaluation--intensive evaluation and standard evaluation. The final chapter offers suggestions for developing local models appropriate to an individual district's needs and resources. Contains 11 figures and an appendix listing schools using the differentiated model. References accompany each chapter. (LMI)
Download or read book Principals and Teachers Perceptions of the Practice of Instructional Supervision in Primary Schools in Region 5 written by Theobold Fearon and published by . This book was released on 2007 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to investigate how selected primary school principals and teachers perceive the practice of instructional supervision in their institutions.
Download or read book The Wiley Handbook of Educational Supervision written by Sally J. Zepeda and published by John Wiley & Sons. This book was released on 2018-11-20 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt: An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex context of today’s schools. This important resource: Describes supervision in a historical context Includes a review of adult learning and professional community Reviews new teacher preparation and comprehensive induction systems Contains perspectives on administrative feedback, peer coaching and collaboration Presents information on professional development and job-embedding learning Examines policy and implementation challenges in teacher evaluation Written for researchers, policy analysts, school administrators and supervisors, The Wiley Handbook of Educational Supervision draws on concepts, theories and research from other closely related fields of study to enhance and challenge our understanding of educational supervision.
Download or read book Educational Supervision and Development written by Kazi Hoque and published by GRIN Verlag. This book was released on 2016-05-23 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Administrator and Teacher Perceptions about the Effect of Peer Coaching on Instruction and Student Achievement in the Secondary Classroom written by Katherine J. Hough and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of the effect of the peer coaching model on individual instruction and student achievement in the secondary classroom. One south central Pennsylvania suburban school district was the focus of this case study. Teachers and administrators at the junior high school and the senior high school were questioned through online surveys with both Likert scale statements and open-ended questions and individual interviews. Data instruments were used to ask teachers and administrators about the current peer coaching model at their school, the concept of teachers working with teachers to improve instruction, and the effect of peer coaching on student achievement. Teachers and administrators reported instructional improvement and student academic success with the current peer coaching model. Teachers reported being much more comfortable working with trusted colleagues through the peer coaching model; these pairings help to improve instruction by providing beneficial feedback on instruction and student learning. Ultimately, the goal of peer coaching is to improve instruction and increase student achievement. While the teachers and administrators in this study reported that student achievement did increase because of the peer coaching model, more concrete data is needed to support the use of peer coaching. The teachers and administrators in this study reported that the peer coaching model has potential but only when genuine effort is given. Teachers and administrator participants reported that if teachers are not committed to improving their practices, peer coaching and any other supervision model may fail. Peer coaching plays an important role in the state's new system for supervising and evaluating teachers. The Pennsylvania Department of Education introduced a new teacher evaluation system called the Teacher Effectiveness Project in 2013. The new system will be implemented at the start of the 2013-2014 school year. Full implementation of teacher evaluation system with a percentage of each teacher's score connecting to student data will begin in 2014-2015. Supervision options offered to teachers as part of this project will include action research, professional portfolio, and peer coaching. Currently in one south central Pennsylvania county, peer coaching is an underutilized model of supervision. With the new evaluation mandates, teachers must take advantage of resourceful options for improving instruction and increasing student achievement.
Download or read book Formative Teacher Supervision The Impact on Teachers and Principals Practices and Behaviors written by Mary Ann Mullady and published by . This book was released on 2010 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study was prompted by concerns of school leaders. It appeared as if the traditional form of teacher supervision did not stimulate teacher reflective practice for the purpose of improved instruction. This research entailed the study of the implementation of a formative teacher supervision process and the impact it had on the way 24 tenured teachers planned for instruction, the feedback teachers received as a result of this process, and the way they approached it. It also examined the impact professional development had on the way two tenured principals approach the teacher supervision process. The collection instrumentation used for this study consisted of teacher and principal surveys, reflection questions and focus groups. This process yielded both qualitative and quantitative data. All the findings of this study led to one major finding: a strong relationship existed between the implementation of the piloted teacher supervision process and focus on instruction and teacher reflective practices. The feedback teachers encountered during the teacher supervision process, based on authentic data, stimulated conversations which helped the teacher to identify independent teaching goals and a common understanding for the observed lessons goals and objectives. The dialogue was unique to the principals. Professional development for teachers and principals enabled them to understand the formative process and approach the teacher supervision process as collaborators. The findings of this study translated into further study with recommendations for District H.
Download or read book Effective Supervision written by Laura Sloan and published by . This book was released on 2015 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the implementation of a two-way feedback system between teachers and school administrators in order to better understand how teachers perceive the influence of feedback on their job satisfaction, as well as in their decision to stay in teaching or leave the profession. Research has shown that teacher attrition negatively impacts schools and students (NCTAF, 2007) and teachers have expectations for the support they receive from their administrators (Roberson & Roberson, 2009). Therefore, it is vital that school administrators learn more about the factors that influence teacher job satisfaction in order to combat the issue of teacher attrition. According to a study by the National Commission on Teaching and America's Future (NCTAF) in 2003, nearly 1,000 teachers were leaving the profession every day for reasons other than retirement (NCTAF, 2003). Ingersoll (2004) found that a significant number of those teachers reported leaving because they received inadequate support from school administration. The goal of the study under investigation here was to learn from participants their perceptions on how feedback influenced their job satisfaction and decision to stay or leave the profession of teaching. The teachers in this study identified the value of both evaluation and supervision on their job satisfaction. A lack of either consistent evaluation or compassion in the delivery of evaluations had a negative impact on the teachers' feelings about their work. Supervision that was supportive and coaching in nature positively influenced job satisfaction, whereas supervision that was too data-driven was a frustration for the teachers. This mixed-methods study used a phenomenological case study approach to examine a two-way feedback system; the data was collected through interviews with teachers and principals, observations of interactions between teachers and administrators, a survey of a larger sampling of teachers, and a review of human resources documents pertaining to attrition rates and exit interviews. This approach allowed for future and present administrators to learn from the perceptions of current teachers and administrators, as well as those teachers who have chosen to leave the school.
