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Full-Text Articles in Education
Learning From Post-Observation Conferences: Emerging Measures Of And Mechanisms To Improve Principals’ Feedback To Teachers, Alyson L. Lavigne, Shanena Allen, Shiquan Shao, Jorge Americo Acosta Feliz
Learning From Post-Observation Conferences: Emerging Measures Of And Mechanisms To Improve Principals’ Feedback To Teachers, Alyson L. Lavigne, Shanena Allen, Shiquan Shao, Jorge Americo Acosta Feliz
Journal of Educational Supervision
As principals seek to strengthen their impact on teaching and learning, it is critical to understand how principals provide feedback to teachers about their instruction and the focus of those conversations. This study examined the content and quality of principals’ (N = 4) verbal feedback to teachers (N = 11) during post-observation conferences (N = 11) and teachers’ perceptions of that feedback. In post-observation conferences, principals emphasized students’ opportunities to learn and supportive classroom environment, but rarely provided feedback on curriculum sequencing, the balance of procedural and conceptual knowledge, and teachers’ review and feedback to students. The …
Socioscientific Issues-Based Instruction: The Messier Side Of (Leading) Science Teaching, Savannah Graham, Mark Bloom, Sarah Quebec Fuentes, Jo Beth Jimerson
Socioscientific Issues-Based Instruction: The Messier Side Of (Leading) Science Teaching, Savannah Graham, Mark Bloom, Sarah Quebec Fuentes, Jo Beth Jimerson
Journal of Educational Supervision
The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In …
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 …
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 …