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Articles 1 - 12 of 12
Full-Text Articles in Education
On Instructional Improvement: A Modest Essay, Helen M. Hazi
On Instructional Improvement: A Modest Essay, Helen M. Hazi
Journal of Educational Supervision
If we say we ‘deliver feedback to teachers,’ we most likely subscribe to a traditional approach to instructional improvement. In this approach the principal or supervisor treats the teacher as passive recipient who is expected to act on feedback that is too generic to be useful, and promotes a simplistic view of teaching and its improvement. In this essay I examine instructional improvement, a vague and taken-for-granted concept. I then identify what complicates our thinking about it, pose two competing approaches, and acknowledge our challenges. The essay concludes with a call to focus on teacher learning, if supervision scholars profess …
Mindfulness-Based Supervision: Awakening To New Possibilities, Steven Haberlin
Mindfulness-Based Supervision: Awakening To New Possibilities, Steven Haberlin
Journal of Educational Supervision
Up until the resurgence of an academic journal, the field of educational supervision has had to travel incognito (Glanz & Hazi, 2019; Mette, 2019). With the development of the Journal of Educational Supervision, however, supervision scholars have been invited to push new boundaries and experiment with non-traditional approaches about the conceptualization of supervision. In that spirit, I present a mindfulness-based approach to supervision, one that could help supervisors meet the present challenges of remaining more consciously skilled while simultaneously helping teachers practice self-care. While mindfulness-based programs and approaches have taken root in other PK-12 education and higher education …
Shaping The Supervision Narrative: Innovating Teaching And Leading To Improve Stem Instruction, Bill Sterrett, Ginger Rhodes, Dennis Kubasko, Angelia Reid-Griffin, Kerry Kathleen Robinson, Steven D. Hooker, Andrew J. Ryder
Shaping The Supervision Narrative: Innovating Teaching And Leading To Improve Stem Instruction, Bill Sterrett, Ginger Rhodes, Dennis Kubasko, Angelia Reid-Griffin, Kerry Kathleen Robinson, Steven D. Hooker, Andrew J. Ryder
Journal of Educational Supervision
This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying university departments and focus areas exist in silos. Preparation programs must maximize the clinical experiences of teacher education and administrator preparation programs, with a focus on practical teaching strategies and authentic feedback to pre-service educators and their instructors for reflection and change. This paper overviews a collaborative supervision model and …
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh
Journal of Educational Supervision
Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship …
Reexamining Faculty Roles In The Supervision Of Pre-Service Teachers: Responding To The Call For Clinically-Rich Teacher Education, Sarah Capello
Reexamining Faculty Roles In The Supervision Of Pre-Service Teachers: Responding To The Call For Clinically-Rich Teacher Education, Sarah Capello
Journal of Educational Supervision
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 pre-service teacher supervision. This framework demonstrates how faculty roles …
Delivering On The Promise Of Support For Growth? Evaluator Perceptions Of A New State Teacher Evaluation System, Noelle A. Paufler, Kelley M. King, Ping Zhu
Delivering On The Promise Of Support For Growth? Evaluator Perceptions Of A New State Teacher Evaluation System, Noelle A. Paufler, Kelley M. King, Ping Zhu
Journal of Educational Supervision
This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and supervisors 1) understand the model, 2) describe the implementation of its elements, 3) understand and enact their roles, and 4) assess the impact of the model? Data from EC-12 school principals and clinical supervisors at the university level indicates the system establishes a comprehensive definition of quality teaching. However, model complexity creates challenges. …
An Ecological Framework For Supervision In Teacher Education, Rebecca Buchanan
An Ecological Framework For Supervision In Teacher Education, Rebecca Buchanan
Journal of Educational Supervision
Pre-service teachers are typically supervised by two differently situated mentors: university-based clinical supervisors and cooperating teachers. These two types of supervisors are positioned differently within the institution of teacher education. Using ecological systems theory combined with institution theory, this paper offers an analytical framework for ecologically investigating how teacher supervisors and cooperating teachers are positioned and the effects on their labor, identities, and practices and how ecological forces operating at multiple levels shape new teacher learning. Drawing from empirical research to provide examples of this framework in action, the paper examines challenges to the field and offers potential responses that …
Supporting Emergent Bilingual Professional Development Through Supervisor Feedback, Megan Guise, Sarah Hegg, Briana Ronan, Tanya Flushman, Billie-Jo Grant
Supporting Emergent Bilingual Professional Development Through Supervisor Feedback, Megan Guise, Sarah Hegg, Briana Ronan, Tanya Flushman, Billie-Jo Grant
Journal of Educational Supervision
This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary pre-service teachers. Findings reveal supervisors’ post-intervention feedback more frequently addressed the needs of language learners and provided a greater breadth of issues related to emergent bilinguals. Interview data reveal key factors explain how the professional development addressed gaps in knowledge and affected confidence levels of university supervisors. Implications highlight the importance of supporting supervisors with targeted professional development opportunities around supporting emergent …
Scaffolding Development Of Clinical Supervisors: Learning To Be A Liaison, Jennifer Snow, Hannah Carter, Sherry A. Dismuke, Angel Larson, Stefanie Shebley
Scaffolding Development Of Clinical Supervisors: Learning To Be A Liaison, Jennifer Snow, Hannah Carter, Sherry A. Dismuke, Angel Larson, Stefanie Shebley
Journal of Educational Supervision
Teacher education as a field has embraced the idea that clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018; NCATE, 2010). Likewise, teacher education scholars have emphasized the importance of learning to teach well in clinical practice (Darling-Hammond, 2014). We five women teacher educators engaged in a collaborative self-study to investigate our different perspectives and our institution’s hope for mentoring and preparing new liaisons. Our collaborative self-study focused on the research question: What are the key factors that play a part in influencing the developmental trajectory of a liaison? Through …
Tensions In The Preparation Of University Supervisors: Dual Perspectives From Supervisors And Administrators, Sarah Capello
Tensions In The Preparation Of University Supervisors: Dual Perspectives From Supervisors And Administrators, Sarah Capello
Journal of Educational Supervision
Prior research shows that supervisors of teacher candidates are typically underprepared for their work and receive little oversight of it. However, there has been less research into these causes and the effects of minimal preparation on supervisors. This case study of a teacher education department uses survey, interviews, and document analysis to examine the tensions that occur when supervisors are underprepared for their roles. The results indicate three tensions that undermine supervisors’ practice: unclear expectations, perfunctory evaluations, and the failure to develop teacher educator identities. In the absence of organizational supports for supervisor preparation and development, supervisors relied on peer …
The Evolution Of Clinical Practice And Supervision In The United States, D. John Mcintyre, Christie Mcintyre
The Evolution Of Clinical Practice And Supervision In The United States, D. John Mcintyre, Christie Mcintyre
Journal of Educational Supervision
Clinical practice in teacher education has evolved from an apprenticeship model to one that finds it more intertwined with collaborative arrangements with partnering public schools. We look at how this evolution has had a major impact on the effectiveness of how teachers are prepared in an ever more complex society. We also describe how instructional supervision has been intertwined with clinical practice throughout the decades.
Advancing Supervision In Clinically-Based Teacher Education, Laura H. Baecher, Rebecca Burns
Advancing Supervision In Clinically-Based Teacher Education, Laura H. Baecher, Rebecca Burns
Journal of Educational Supervision
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.