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The University of Maine

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2020

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Articles 1 - 26 of 26

Full-Text Articles in Education

On Instructional Improvement: A Modest Essay, Helen M. Hazi Nov 2020

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 …

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Mindfulness-Based Supervision: Awakening To New Possibilities, Steven Haberlin Oct 2020

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 …

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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 Oct 2020

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 …

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Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh Oct 2020

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 …

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Reexamining Faculty Roles In The Supervision Of Pre-Service Teachers: Responding To The Call For Clinically-Rich Teacher Education, Sarah Capello Oct 2020

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 …

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The Dream Of Clinical Supervision, Critical Perspectives On The State Of Supervision, And Our Long-Lived Accountability Nightmare, Noreen Garman Oct 2020

The Dream Of Clinical Supervision, Critical Perspectives On The State Of Supervision, And Our Long-Lived Accountability Nightmare, Noreen Garman

Journal of Educational Supervision

This memoir essay was originally intended to revisit a time when instructional supervision became the ubiquitous practice in a ‘golden age of supervision,’ and to valorize colleagues who contributed their scholarly canons to the field. An introductory narrative describes the goals and hopes of a field that emerged through Morris Cogan’s popular clinical supervision, and other scholars who adopted and altered his principles with dreams of a road to effective school reform. It tells of the benefits as well as the dysfunctions of practices that occurred over the decades, including the all-encompassing metric world of public schooling. The nightmare includes …

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Reflections On Supervision In The Time Of Covid-19, Ian Mette Oct 2020

Reflections On Supervision In The Time Of Covid-19, Ian Mette

Journal of Educational Supervision

COVID-19 has completely disrupted the normal patterns and schedules of the American public school system. While schools have shifted to online teaching, an alarming amount of students have disengaged from the instruction provided by teachers. As educators consider the question of why upwards of 40% of students are choosing to not engage in regular instruction, supervisors and teachers across America will need to take long looks in the mirror and ask questions about how and in what ways we have failed our students over the past 20 years since the inception of the federal accountability movement and No Child Left …

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Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley Sep 2020

Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley

Journal of Archaeology and Education

Archaeology in the 21st century faces outward more than inward, with many archaeologists working on projects that actively involve young people, descendant communities, diverse colleagues and clients, and the general public. The ways and means of learning and teaching about the past, as outlined in the curricula of primary, secondary, and post-secondary schools, always reflect the prevalent pedagogies of the age. Our paper comments upon two different ways of learning about archaeology. First, it presents an online university graduate program in Canada for post-Baccalaureate Cultural Resource Management (CRM) practitioners and a module on archaeology and education, which may form part …

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Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine Sep 2020

Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine

Journal of Archaeology and Education

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …

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Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant Sep 2020

Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant

Journal of Archaeology and Education

In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in …

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Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown Sep 2020

Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown

Journal of Archaeology and Education

This article serves as an introduction to a special issue titled "The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy." In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue …

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A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Douglas Wieczorek Jun 2020

A Thirty State Analysis Of Teacher Supervision And Evaluation Systems In The Essa Era, Ian M. Mette, Israel Aguilar, Douglas Wieczorek

Journal of Educational Supervision

We analyzed teacher supervision and evaluation policy systems in 30 states since the passage of the Every Student Succeeds Act (ESSA) of 2015 in the United States (US). This qualitative study of state ESSA policy documents and legislation examined how teacher supervision and evaluation systems (TSES) models have been developed under ESSA, specifically regarding how the construction of TSES models conflated formative feedback with summative evaluation. Despite evolving federal-level and state-level education accountability policies spurred by No Child Left Behind (NCLB) in 2001, we argue that TSES systems are influenced by state-level historical political culture (Elazar, 1994; Fowler, 2013), workplace …

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Making A Shift In Educator Evaluation, Diane M. Carreiro Jun 2020

Making A Shift In Educator Evaluation, Diane M. Carreiro

Journal of Educational Supervision

The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for …

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To Be Continued: Carl Glickman’S Work As The Beginning Of The Story, Sara Espinoza Jun 2020

To Be Continued: Carl Glickman’S Work As The Beginning Of The Story, Sara Espinoza

Journal of Educational Supervision

Carl Glickman's life has been dedicated to researching and supporting school improvement initiatives that honor purposeful student learning. Currently, this kind of learning stands in contrast to mainstream educational practices. As a means of inviting school leaders to apply his work, this article highlights the commons threads in Glickman's writings, demonstrates their immediate relevance to all educators, and offers suggestions for taking action. With a framework of instructional supervision that emphasizes community, diversity, empowerment, democracy, and authenticity, there is a greater hope for bettering America's schools.

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Lessons From The Past: Ideas From Supervision Books Published From 1920 Through 1950, Stephen P. Gordon Jun 2020

Lessons From The Past: Ideas From Supervision Books Published From 1920 Through 1950, Stephen P. Gordon

Journal of Educational Supervision

By understanding its past, a field of study and practice can better understand its present and improve its future, yet the field of educational supervision has done very little to document or contemplate its history. In this paper, 10 books on supervision published from 1920 through 1950 are reviewed, including books by Nutt (1920), Burton (1922), Crabbs (1925), Barr and Burton (1926), Nutt (1928), Kyte (1930), Barr (1931), Rorer (1942), Barr, Burton, and Brueckner (1947), and Wiles (1950). The discussion of each book is organized into three parts. First, the author discusses a concept from the book that he believes …

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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 Jun 2020

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. …

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Role Enactment And Types Of Feedback: The Influence Of Leadership Content Knowledge On Instructional Leadership Efforts, Sarah Quebec Fuentes, Jo Beth Jimerson Jun 2020

Role Enactment And Types Of Feedback: The Influence Of Leadership Content Knowledge On Instructional Leadership Efforts, Sarah Quebec Fuentes, Jo Beth Jimerson

Journal of Educational Supervision

Instructional leadership is a primary task of school leaders, but this work may be complicated when leaders and teachers do not share content area or grade level expertise. Work around leadership content knowledge (LCK) acknowledges that school leaders cannot know everything about teaching in the content areas, but suggests leaders can work to bridge this divide. Still, little is known about how leaders’ LCK intersects with their efforts to support improvements in teaching and learning. The purpose of this study was to explore ways in which LCK facilitates or, in its absence, hinders instructional leadership efforts. Thirty-one teachers and school …

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The Supervision-Evaluation Debate Meets The Theory-To-Practice Conundrum: Contemplations Of A Practitioner Turned Professor, Marla W. Mcghee Jun 2020

The Supervision-Evaluation Debate Meets The Theory-To-Practice Conundrum: Contemplations Of A Practitioner Turned Professor, Marla W. Mcghee

Journal of Educational Supervision

This article explores the tension between instructional supervision and teacher evaluation inherent in the professional literature and in practice. Moreover, it suggests engaging in formal appraisal processes less often to allow instructional leaders and classroom teachers more time for formative support for growth and improvement. Finally, this piece offers a range of formative development options and advocates teachers as educational professionals at a time when teacher quality and retention to the profession are paramount.

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An Ecological Framework For Supervision In Teacher Education, Rebecca Buchanan Mar 2020

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 …

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Supporting Emergent Bilingual Professional Development Through Supervisor Feedback, Megan Guise, Sarah Hegg, Briana Ronan, Tanya Flushman, Billie-Jo Grant Mar 2020

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 …

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Scaffolding Development Of Clinical Supervisors: Learning To Be A Liaison, Jennifer Snow, Hannah Carter, Sherry A. Dismuke, Angel Larson, Stefanie Shebley Mar 2020

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 …

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Tensions In The Preparation Of University Supervisors: Dual Perspectives From Supervisors And Administrators, Sarah Capello Mar 2020

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 …

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The Evolution Of Clinical Practice And Supervision In The United States, D. John Mcintyre, Christie Mcintyre Mar 2020

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.

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Advancing Supervision In Clinically-Based Teacher Education, Laura H. Baecher, Rebecca Burns Mar 2020

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.

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Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland Jan 2020

Teaching Archaeology With Inclusive Pedagogy, Maxine H. Oland

Journal of Archaeology and Education

Introductory archaeology courses are attractive general education offerings at many colleges and universities, and teach students about human diversity in the past and present. Yet many professors struggle to manage the tremendous diversity within the classroom. This article incorporates inclusive pedagogy models, particularly Universal Design for Learning and Teaching Across Cultural Strengths, to propose an inclusive model of education in archaeology classes. An emphasis is placed on large introductory lecture classes, where many students are exposed to academic archaeology for the first time.

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Minerva 2020, The Honors College Jan 2020

Minerva 2020, The Honors College

Minerva

This issue of Minerva includes an article on 2020 Honors Read Rising Out of Hatred; a piece by Professors Mimi Killinger and Katie Quirk on teaching during a pandemic; and a story on the UMaine UVote initiative led by Rob Glover and Jenny Desmond. Other highlights include reflections by current students; an article on the Honors Outdoor Program Series (HOPS); and profiles recognizing several alumni accomplishments.

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