Education Commons^™

Supervision And Evaluation Of Probationary Teachers: Policies And Practices In Class Ii And Class Iii Nebraska School Districts, Robert W. Michl

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to identify policies and practices used to supervise and evaluate probationary teachers in Class II and Class III Nebraska school districts. A secondary purpose was to identify differences existing between policies and practices applicable to tenured and probationary teachers.

Two samples were studied. The sample of the survey instrument study was 48 randomly selected principals who supervised and evaluated certificated employees of Class II and Class III school districts in Nebraska during the Spring Semester, 2006.

The sample of the policy study was a set of 49 randomly selected Class II and Class III …

Therapists-In-Training Who Experience A Client Suicide: Implications For Supervision, Sarah Knox, Alan Burkard, Julie A. Jackson, April M. Schaack, Shirley A. Hess

College of Education Faculty Research and Publications

Client suicide is often an extraordinarily painful process for clinicians, especially those still in training. Given their training status, supervisees may look to their graduate programs and supervisors for guidance and support when such an event occurs. This study qualitatively examined the experiences of 13 prelicensure doctoral supervisees regarding their client's suicide. Findings suggest that these supervisees received minimal graduate training about suicide and that support from others, including supervisors, helped them cope with their client's death. Supervisors are advised to normalize and process supervisees' experiences of client suicide. Implications for training and practice are discussed.

The Role Of Administrators In Paraprofessional Supervision To Support Ethnic Minority Students With Special Needs, Betty Y. Ashbaker, Jill Morgan

Educational Considerations

The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff.