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Articles 1 - 5 of 5
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 …
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Journal of Educational Supervision
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 …
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 …
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 …
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Putting Archaeology And Anthropology Into Schools: A 2019 Update, Colleen P. Popson, Ruth O. Selig
Journal of Archaeology and Education
Our 2012 article, “Putting Anthropology Into Schools,” argued that integrating anthropology and archaeology into K-12 schools must involve teacher preparation, state certification requirements, and in-service training. National anthropology and archaeology organizations’ decades-long push for the integration of their disciplines into schools was outlined but assessed as relatively limited compared to successful efforts in psychology, sociology, and economics. Some progress did occur, traced primarily to the National Science Foundation and other funders, alongside committed individuals with well-developed curriculum materials. Our 2019 publication includes the original article followed by an UPDATE outlining developments since 2012. Reports from the National Academies and the …