Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Alternative route to certification programs (1)
- Clinical practice (1)
- Critical reflection (1)
- Critical whiteness studies (1)
- Culturally relevant pedagogy (1)
-
- Educational supervision (1)
- Elementary education (1)
- Emergent bilinguals (1)
- Mindfulness education (1)
- Mindfulness-based supervision (1)
- Organizational theory (1)
- Principals (1)
- Remote practicum (1)
- Social justice (1)
- Staff development (1)
- Supervision (1)
- Supervisor feedback (1)
- Supervisory practices (1)
- Teacher education (1)
- Teacher evaluation (1)
- University supervisors (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Journal of Educational Supervision
In the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following …
Critical Reflection, Dialogue, And Supervision: Culturally Relevant Teaching And Adult Learners In A Transition To Teaching Program, Erik Shaver, Alycia Elfreich
Critical Reflection, Dialogue, And Supervision: Culturally Relevant Teaching And Adult Learners In A Transition To Teaching Program, Erik Shaver, Alycia Elfreich
Journal of Educational Supervision
This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to 1) better understand adult learner dispositions; 2) contribute to research pertaining to the field of educational supervision and clinical experiences …
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Exploring The Impact Of Field-Based Supervision Practices In Teaching For Social Justice, Detra Price-Dennis, Erica Colmenares
Journal of Educational Supervision
The purpose of this study is to understand how field-based supervisory practices support preservice teachers’ conceptualizations of reflective practice, curriculum inquiry, and social justice-oriented pedagogies. Moving away from the more traditional supervisory triad model (e.g., preservice student--cooperating teacher--university supervisor), our qualitative investigation examined five supervisory practices: formal observation, Lesson Study, video debriefs/observations, guided observations, and participation in Intellectual Learning Communities (ILCs). Through a case study of two preservice teachers, this study highlights how these supervisory practices helped support preservice teachers’ notions of reflective practice and curriculum inquiry but did not deepen their notions of social justice and inclusivity.
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 …
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 …
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Journal of Educational Supervision
Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …