Toward a Renewal of Supervisory Scholarship and Practice in Teacher Education: A Collaborative Self-Study (original) (raw)

University-Based Teacher Supervisors: Their Voices, Their Dilemmas

Journal of Educational Supervision, 2019

Despite university supervisors' critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors' experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.

Rethinking Instructional Supervision: Notes on Its Language and Culture. New Prospects Series: 1

1995

This book presents different ways of viewing the teacher supervision process, based on a study of supervisors and teachers in a graduate program for beginning teachers sponsored by a college of education in the northwestern United States. Data were obtained through interviews, observation, and conversation analysis. Chapter 1 examines beliefs about supervision through an anthropological lens, presenting both various practitioners' and theorists' views of supervision. The second chapter presents research findings on supervision conferences as interactional achievements, with a focus on the supervisor's role and issues of power and control. Chapter 3 examines the same conferences from the teachers' perspectives, using the theoretical frames of teacher socialization and school reform. Teacher resistance is examined in the fourth chapter, allowing for a critique of literature on teacher resistance and a critique of supervision itself. Chapter 5 presents a new approach to supervision--"situationally contexted supervision"--which is based on an anthropological and interactionist view of classrooms and schools. A postmodern theory of "dialogic supervision" is developed in the sixth chapter, an approach that addresses the asymmetries of power relations inherent in conventional supervision. The last chapter discusses the partnership of supervisors and teachers in a professional community. The content of the teacher-supervisor conferences is attached. (Contains 259 references.) (LMI)

Re/learning student teaching supervision: A co/autoethnographic self-study

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short-and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice.

Conceptualizing Images of Supervisors in Teacher Education

Journal of educational supervision, 2024

Due to the marginalization of supervision (Butler, et al., 2023; Nolan, 2022) and few frameworks to conceptualize supervision in teacher preparation, educational supervision of clinical experiences receives less attention and fewer resources, which perpetuates its marginalization. It is imperative that scholars develop additional theoretical models or constructs to improve the understanding and practice of supervision to elevate its status beyond technical helping. In this paper, we draw upon several sources in the instructional supervision literature to reconceptualize commonly used images of supervisors in teacher education. In addition to traditional conceptions (The Critic, the Popular Parent, the Co-Inquirer), we 'introduce' two new images, The Advocate and The Contemplative, to reflect changes and movements in education. These images can serve as one theoretical model or construct to improve understanding and practice of supervision to elevate its status.

Advancing Supervision in Clinically-Based Teacher Education

Journal of Educational Supervision, 2020

For this special issue, Advancing Supervision in Clinically-Based Teacher Education, we invited conceptual papers, empirical research studies, descriptive narratives, and evaluations of supervision from faculty, emerging scholars, professionals, and practitioners situated in teacher preparation contexts. The papers included illuminate how supervision in clinical teacher education is being improved, studied, or developed.

Exploring My Style of Teacher Supervision

経営 情報研究 多摩大学研究紀要, 2009

This is a report on a pilot study regarding language teacher supervision styles. The author holds a certificate in language program administration, and the pilot involved teachers of the Japanese language one of whom was also involved in the certificate program. The teachers teach at an American language institute and they agreed to be observed by the author, following procedures detailed in clinical supervision. After the lesson observation, a one-on-one conference was held with the author and the observed language teacher to discuss the lesson. This report focuses on the supervisory discourse during these conferences.

Supervision a viable option for teacher development

This article examines Clinical Supervision as a viable option for the professional development of language teachers. First, it states the urging need for teacher supervision on the premise that the teacher remains the key figure primarily affecting the outcomes of the language classroom. The study critically discusses the history and current implementation of teacher supervision practice in Turkey. Secondly, a brief overview of supervision, in general, is presented, indicating the potential benefits for staff development. The last part highlights the need for further research on Clinical Supervision for ongoing professional development of English language teachers.

Principals' and Teachers' Perceptions of Teacher Supervision

2009

The purpose of this study was twofold: to determine the extent to which professional and bureaucratic approaches are used in schools around the country and to describe to what extent the elements of instructional supervision, professional development, and evaluation are used to supervise teachers. Survey research was used to ascertain the use of these methods. Data collected indicated that professionalism, instructional supervision, and professional development techniques were the dominant approaches to supervision as indicated by administrators and teachers. When disaggregated by elementary and secondary schools and the degree held by the principal, groups were similar in overall use of professionalism, instructional supervision, and professional development, but secondary schools and principals with master's degrees used more bureaucratic and evaluation techniques. Examination of individual questions shows that different approaches are favored in professionalism, instructional supervision, and professional development, according to the demographic. A lack of collaboration, inside and outside iv the school, was reported. Clinical supervision was used, but, on average, it was only used one to two times yearly, and different aspects of the process were implemented more frequently than others. Most respondents reported differentiation in supervision methods, usually based on tenure and need, and a prescribed evaluation tool was used. More research needs to be done to conclude if professionalism is the dominant approach, or if bureaucracy is making headway because of No Child Left Behind. There are differing perceptions and uses of the techniques based on administrator and teacher, level of the school, and degree held by the principal.

Clinical Supervision: A Genius Tool for Teachers’ Professional Growth

2021

This paper discusses the necessity of implementing instructional supervision in general with a little focus on clinical supervision. While clinical supervision is seen as an important tool to make teachers develop professionally, it cannot fit all teachers. Supervisors and principals insist on taking into account learners’ diversity during the teaching learning process, teachers’ diversity is most of the time neglected. As a result, other forms of supervision were highlighted in this paper to offer supervisors’ options to adopt the approach that fits their supervisees or institutions. Despite differences between supervisory forms in terms of implementation, all forms discussed in this paper contribute to the teachers’ growth. The paper was structured in a way that it highlights the role of teachers in taking in charge their own growth by engaging in reflective practices and dispelling the view that the supervisor is the expert

The actors of teacher supervision

Journal of Human Sciences, 2020

Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences. The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general high schools and supervisors working in provincial directorate of national education in Efeler district of Aydin/Turkey are asked for their opinions. Results show that participants suggest different supervisory actors in different dimensions of teacher supervision. Generally, the school principal, vice-principal, head of the department and student preferences have come to the fore. Teachers, administrators and supervisors suggest different supervisory actors.