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Journal

2019

Journal of Educational Supervision

Articles 1 - 13 of 13

Full-Text Articles in Education

Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander Dec 2019

Pedagogy, Practice, And Mentorship: Core Elements Of Connecting Theory To Practice In Teacher Educator Preparation Programs, Monique Alexander

Journal of Educational Supervision

experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. …

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Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter Nov 2019

Conflated Constructs: Disentangling The Educative And Evaluative Functions Of Preservice Teacher Supervision, Amy B. Palmeri, Jeanne A. Peter

Journal of Educational Supervision

University mentors require specialized knowledge and skill to support teacher candidate learning in the context of fieldwork. Without such knowledge and skill, interactions between university mentors and teacher candidates is often evaluative, thus undermining the educative potential of mentoring. We focus on mentoring practices employed in the context of the post-observation conference. Findings from a year-long implementation study show that when university mentors are introduced to an educative mentoring protocol and are provided with sustained professional development, their mentoring practices shift from an evaluative to an educative focus. University mentors indicate that this shift, initially perceived as unnatural, was supported …

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An Analysis Of Superintendent And Principal Perceptions Regarding The Supervision And Evaluation Of Principals, Courtney Ann Mckim, David Hvidston, Barbara J. Hickman Nov 2019

An Analysis Of Superintendent And Principal Perceptions Regarding The Supervision And Evaluation Of Principals, Courtney Ann Mckim, David Hvidston, Barbara J. Hickman

Journal of Educational Supervision

The goals for this study were to examine principals’ perceptions regarding their own supervision and evaluation and compare to superintendents’ perceptions regarding the supervision and evaluation of principals. Three research questions guided the inquiry: (1) What are the perceptions of principal and superintendents’ regarding their own supervision?; (2) What are the perceptions of principal and superintendents’ regarding their own evaluation?; and (3) What are the differences in perceptions of principal and superintendents’ regarding supervision and evaluation? This study followed a descriptive format and used a 20 item on-line survey to measure principal and superintendents’ perceptions regarding critical elements in their …

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The State Of Supervision Discourse Communities: A Call For The Future Of Supervision To Shed Its Mask, Ian M. Mette Oct 2019

The State Of Supervision Discourse Communities: A Call For The Future Of Supervision To Shed Its Mask, Ian M. Mette

Journal of Educational Supervision

This article reviews the various discourse communities that can be found throughout the field of supervision. Over the last several decades, the field has largely struggled with its identity. The struggle to define supervision, as well as supervision scholarship being forced to travel incognito to survive (Glanz & Hazi, 2019), has largely been due to a lack of an academic journal to serve as a publishing venue dedicated solely to issues of educational supervision. As the Journal of Educational Supervision continues to evolve from inception to fruition (Mette & Zepeda, 2019), it is important to keep supervision discourse communities vibrant …

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Educational Supervision: Reflections On Its Past, Present, And Future, Stephen P. Gordon Oct 2019

Educational Supervision: Reflections On Its Past, Present, And Future, Stephen P. Gordon

Journal of Educational Supervision

The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision’s past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia’s Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision’s future consists of hopes and recommendations for the future, with discussions of the Journal of Educational Supervision as …

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Teacher Evaluation And Reliability: Additional Insights Gathered From Inter-Rater Reliability Analyses, Sally J. Zepeda, Albert M. Jimenez Oct 2019

Teacher Evaluation And Reliability: Additional Insights Gathered From Inter-Rater Reliability Analyses, Sally J. Zepeda, Albert M. Jimenez

Journal of Educational Supervision

Using a newly-created teacher evaluation instrument, Inter-rater Reliability (IRR) analyses were conducted on four teacher videos as a means to establish instrument reliability. Raters included 42 principals and assistant principals in a southern US school district. The videos used spanned the teacher quality spectrum and the IRR findings across these levels varied. Key findings suggest that while the overall IRR coefficient may be adequate to assess the validity of a classroom observation instrument, the overall coefficient may be unstable across the various teacher performance levels. Findings also strongly suggest that raters are much more likely to agree when they see …

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Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira Jun 2019

Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira

Journal of Educational Supervision

This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest …

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Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington May 2019

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 …

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Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin Mar 2019

Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin

Journal of Educational Supervision

Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher—an emerging teacher educator hoping to enhance his practice—investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews,focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher …

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University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca Mar 2019

University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca

Journal of Educational Supervision

Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.

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Shedding Light On The Phenomenon Of Supervision Traveling Incognito: A Field’S Struggles For Visibility, Jeffrey Glanz, Helen M. Hazi Feb 2019

Shedding Light On The Phenomenon Of Supervision Traveling Incognito: A Field’S Struggles For Visibility, Jeffrey Glanz, Helen M. Hazi

Journal of Educational Supervision

As a field of study, supervision has gone through a tumultuous history and continues to struggle for visibility. Its principles related to teaching and learning are often discussed, yet the term supervision has been controversial more than once. For a variety of reasons, historically and conceptually, supervision has traveled incognito under several guises. In this article, the history of supervision is explored as it relates to its ties with educational administration, curriculum, and more recently instructional leadership to explain its absence from the research literature, and to present implications for supervision as a field of study. An understanding of this …

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Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee Jan 2019

Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee

Journal of Educational Supervision

Clinical experiences are crucial to the development of prospective teachers (PTs), especially the student teaching practicum. While the dynamics of schools are beginning to change in response to documented inequities for students, particularly students of color, the student teaching practicum remains largely unchanged and unchallenged with regard to addressing racism, oppression and white dominance. In this study, we explore PTs’ experiences and discourse in the context of student teaching in urban schools and the corresponding supervision of student teachers. Specifically, we examine the ways in which whiteness and racism obstruct the development of culturally relevant teachers. The data illuminate key …

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Supervision’S New Challenge: Facilitating A Multidimensional Curriculum, Stephen P. Gordon Jan 2019

Supervision’S New Challenge: Facilitating A Multidimensional Curriculum, Stephen P. Gordon

Journal of Educational Supervision

In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural, democratic, creative-artistic, and health and physical dimensions. I provide a rationale for including each of the seven dimensions, and recommend integrating the seven dimensions within a holistic curriculum. I contend that each dimension of the proposed curriculum will promote learning in the other dimensions. The suggested curriculum development process involves the supervisor facilitating professional development for teachers and curriculum …

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