Shaping the Supervision Narrative: Innovating Teaching and Leading to Improve STEM Instruction (original) (raw)
Related papers
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.
International Journal of Educational Leadership Preparation, 2013
The intent of the study was to ascertain university faculties' perceptions, through semistructured interviews, about supervision and mentoring of student teachers. Findings indicated faculty supervisors' perceived feedback to student teachers about student engagement as important. Additionally, supervisors believed building trust with student teachers was instrumental to the supervisory relationship, yet they believed they did little to intrinsically motivate student teachers. Supervisors mostly used two steps of the clinical supervision model, namely extended observations and post-observation conferences. Finally, faculty supervisors described a directive-control approach when remediating ineffective student teachers and reinforced the idea that effective teacher supervision is a collaborative effort. Implications for principals' supervision of novice teachers are included.
Journal of educational supervision, 2023
University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners.
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)
Supervision Practices of School Principals: Reflection in Action
Online Submission, 2012
School principals were invited to perform a reflective analysis of their teacher's supervision practices, with the goal of consolidating the knowledge derived from experience, developing appropriate methods, and adapting their interventions. Data were collected from 12 semi-structured interviews. The interview to the double method was used to facilitate the representation and formalization of professional experience to enable these school leaders to articulate their supervisory practices, and adapt and integrate new attitudes or behaviors towards these practices. Interviews were recorded and later analyzed by using mixed coding. The instructions were organized around knowledge, personal skills (climate, work relations, and attitudes), and know-how (prioritization of the supervision, data collection, feedback, and task-sharing). The discussion focuses on leading for teacher's initial and continued training with emphasis on the practitioners' role.
Supervision and evaluation: The Wyoming perspective
Educational Assessment, Evaluation and Accountability, 2011
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers' unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.
Better Teaching through Instructional Supervision: Policy and Practice
1986
This monograph guides administrators in developing policies that lead to improved supervision of instruction. Chapter 1, "The Mystery of Effective Teaching," by Barbara Benham Tye, focuses on improving schools' work environment through the supportive methods of clinical supervision. Arthur L. Costa describes five phases of the process between supervisor and teacher in the second chapter, "Clinical Supervision-A Definition." "Reviewing the Difference between Supervision and Evaluation," chapter 3, by Arthur L. Costa and Robert Garmston, distinguishes nine processes in which supervision and evaluation are performed differently. Chapter 4, also by Costa and Garmston, discusses assumptions and goals in "Cognitive Coaching-Supervision for Intelligent Teaching." Michelle Williams relates personal experiences in chapter 5, "Peer Coaching Improved My
Journal of Educational Supervision, 2020
In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of pre-service teacher supervision and the university supervisor, which have affected not only traditional supervisors but all university-based teacher educators. This paper presents a framework that maps the shifting roles of four university-based teacher educators: program administrators, research faculty, teaching faculty, and adjunct faculty due to changing notions of clinically-rich preservice teacher supervision. This framework demonstrates how faculty roles have become more inclusive of supervisory tasks, more integrated with school-site learning, and faculty are in closer communication with each other regarding pre-service teacher growth. Supporting new faculty roles within clinically-rich supervision requires adequate training for all faculty, appropriate institutional recognition for supervision, and rethinking departmental organization and culture.