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Full-Text Articles in Education
Instructional Supervision: Is It Culturally Responsive? A Textbook Analysis, Patricia L. Guerra, A. Minor Baker, Ann Marie Cotman
Instructional Supervision: Is It Culturally Responsive? A Textbook Analysis, Patricia L. Guerra, A. Minor Baker, Ann Marie Cotman
Journal of Educational Supervision
The purpose of this study was to determine whether and to what degree textbooks are preparing aspiring principals as culturally responsive instructional supervisors. After evaluating multiple textbooks against selection criteria, SuperVision and Instructional Leadership: A Developmental Approach, was identified as the study’s unit of analysis. An audit of the subject index was conducted to answer: How are culturally responsive instructional supervision competencies addressed in this leading supervision textbook? Findings revealed content related to cultural responsiveness was concentrated in a chapter at the back of the textbook and the clinical supervision cycle, a powerful means of changing instructional practices (Gordon, …
Advancing A Democratic Pedagogy And Supervision Framework: An Illustrative Case Of Teacher Questioning In Secondary Mathematics Instruction, Esther A. Enright, Douglas Wieczorek
Advancing A Democratic Pedagogy And Supervision Framework: An Illustrative Case Of Teacher Questioning In Secondary Mathematics Instruction, Esther A. Enright, Douglas Wieczorek
Journal of Educational Supervision
This article pushes back against the evalu-centric view of improvement (Hazi, 2018; 2020) in the supervision literature by advocating for a democratic pedagogy and supervision framework developed to support instructional supervision and evaluation dialogue between teachers and leaders. This democratized approach honors and centers the teacher’s expertise and learning as well as the leader’s in the observation, debrief, and reflection process. Through this decentering of expertise in the instructional supervision cycle, our goal is to build leaders’ and teachers’ mutual capacity to develop, implement, and sustain democratic instructional supervision cultures in classrooms and schools. Additionally, we illustrate our framework through …
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Supervision To Deepen Teacher Candidates’ Understanding Of Social Justice: The Role Of Responsive Mediation In Professional Development Schools, Megan E. Lynch
Journal of Educational Supervision
Those responsible for supervising teacher candidates have an obligation to promote socially just pedagogies. In this paper, I investigate my own supervisory practice as a novice supervisor in my mediation of a teacher candidate’s understanding of social justice. I rely on a sociocultural theoretical perspective (Vygotsky, 1978) and the psychological tool of responsive mediation (Johnson & Golombek, 2016) for my supervisory practice and an anti-capitalist interpretation of socially just teaching (Apple, 2004; Ayers, 2010; Bowles & Gintis, 2011). Through a microgenetic analysis (Wertsch, 1985) of a post-observation transcript, I empirically document the developmental opportunities that take place over a span …
Empowering Teachers Through Instructional Supervision: Using Solution Focused Strategies In A Leadership Preparation Program, Marla W. Mcghee, Marcella D. Stark
Empowering Teachers Through Instructional Supervision: Using Solution Focused Strategies In A Leadership Preparation Program, Marla W. Mcghee, Marcella D. Stark
Journal of Educational Supervision
The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness of solution-focused supervision (SFS) taught in an instructional supervision class. Interviews, observations, and artifacts, and a case study design, were applied to address two primary research questions. Findings revealed the use of solution-focused (SF) strategies produced positive outcomes, but required dramatic paradigm shifts from study participants. Moreover, the researchers found that respondents used a wide range of SF strategies in the clinical cycle exercise. Participants, furthermore, affirmed that SF structures and language promoted reflection, conversation, and empowerment of teachers. These positive …
Role Enactment And Types Of Feedback: The Influence Of Leadership Content Knowledge On Instructional Leadership Efforts, Sarah Quebec Fuentes, Jo Beth Jimerson
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 …
The Supervision-Evaluation Debate Meets The Theory-To-Practice Conundrum: Contemplations Of A Practitioner Turned Professor, Marla W. Mcghee
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.