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Full-Text Articles in 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 …
The Perceptions Of Teacher Evaluation By Teachers And Campus Administrators In A Suburban Texas District, George P. Willey
The Perceptions Of Teacher Evaluation By Teachers And Campus Administrators In A Suburban Texas District, George P. Willey
School Leadership Review
The purpose of this research is to examine the perceptions of campus administrators and teachers of the new Texas Teacher Evaluation and Support System (T-TESS) in a suburban Texas school district. Historically, teacher evaluation systems have failed to reach the intended outcome of serving as a tool to improve teaching practices. When campus administrators and teachers perceive teacher evaluation as primarily a tool to document poor performers, the growth aspect of the evaluation process is not maximized. This research seeks to identify the perceptions of both campus administrators and teachers on the evaluation system. District leaders will be able to …
Leading Without Permission, Robin Hummel
Leading Without Permission, Robin Hummel
Occasional Paper Series
Author Robin Hummel makes an emphatic, persuasive plea for teachers to seize the reins of instructional leadership and take responsibility - even in the face of recalcitrant administrators and increasingly prescriptive curricula - for their own professional learning and growth. She makes the case for action research as a particularly potent professional development tool, and shows how it serves to liberate teachers from inertia and dependency.