Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Supervision (4)
- Early childhood education (2)
- Instructional supervision (2)
- Teacher education (2)
- Case study (1)
-
- Clinical education (1)
- Clinical experiences (1)
- Clinical practice (1)
- Culturally Responsive Teaching and Leading (CRTL) standards (1)
- Culturally relevant pedagogy, whiteness, clinical experiences, supervision (1)
- Curriculum mandates (1)
- Equity (1)
- Evaluation (1)
- Feedback (1)
- Field experiences (1)
- Fieldwork supervision (1)
- History of supervision (1)
- Instructional leadership (1)
- Justice (1)
- Mentor teacher (1)
- Neoliberalism (1)
- Pedagogical practices (1)
- Pre-service teacher (1)
- Preservice teacher education (1)
- Responsive mediation (1)
- Social justice (1)
- Socially just teaching (1)
- Sociocultural theory (1)
- Student teaching (1)
- Supervision for social justice (1)
Articles 1 - 10 of 10
Full-Text Articles in Education
Early Childhood Field Experience Supervision: Negotiating Praxis, Amy L. Kelly
Early Childhood Field Experience Supervision: Negotiating Praxis, Amy L. Kelly
Journal of Educational Supervision
This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different than the reality of those classrooms. Furthermore, the adoption of initiatives like, Culturally Responsive Teaching and Leading standards by university teacher education programs must translate to the fieldwork. School and district-wide mandates often overrule best pedagogical and developmentally appropriate practices. With these opposing perspectives how can supervisors bridge the gap between the …
Early Childhood Supervision: Tensions In The Advancement Of Developmentally Appropriate And Social-Justice Oriented Practice, Sarah Jean Baker, Sascha C. Mowrey, Denise Cunningham
Early Childhood Supervision: Tensions In The Advancement Of Developmentally Appropriate And Social-Justice Oriented Practice, Sarah Jean Baker, Sascha C. Mowrey, Denise Cunningham
Journal of Educational Supervision
This case examines the complex interactions among university faculty, teacher candidates, and school-based mentor teachers during supervision. In early childhood, among other skills and dispositions, the use of developmentally appropriate practice and an equity focus are important to the overall advancement of teacher candidates’ practice. However, supervisors do not have oversight of the classrooms in which early childhood candidates are placed for field experiences. In some cases, teacher candidates may be expected to conform to or demonstrate practices themselves which are not developmentally appropriate, or which are inequitable. What is the role of the supervising faculty member in these cases, …
Tensions In The Student Teaching Triad: A Case Of Competing Views Of Responsive Instruction For Latinx Students, Juan M. Gerardo, Evthokia S. Saclarides
Tensions In The Student Teaching Triad: A Case Of Competing Views Of Responsive Instruction For Latinx Students, Juan M. Gerardo, Evthokia S. Saclarides
Journal of Educational Supervision
This case provides opportunities for students to think more deeply about tensions that arise in the pre-service teacher (PST)-mentor teacher-supervisor triad when there are competing views about responsive instruction for Latinx students. Furthermore, this case illustrates how shared social identities among triad members do not necessarily mean there is a shared stance of how to work with Latinx students that aligns with research-based recommendations. The accompanying teaching notes, discussion questions, and classroom activities expose students to relevant literature, introduce them to the concept of courageous conversations, and enable them to role play.
The Complexities And Discourse Of Supervision For Equity And Justice In Teaching And Teacher Education, Stefanie D. Livers, A. Minor Baker, Patricia Guerra, Melanie Acosta
The Complexities And Discourse Of Supervision For Equity And Justice In Teaching And Teacher Education, Stefanie D. Livers, A. Minor Baker, Patricia Guerra, Melanie Acosta
Journal of Educational Supervision
Supervision is essential to the preparation, support, and retention of teachers and other educational professionals. There are many models and responsibilities of supervisors at all levels. We discuss responsibilities of supervision during teacher preparation, within school contexts, and equity and freedom minded supervision. Additionally, we introduce this special issue. The special issue explores both the complexity and discourse found within situations and contexts pertaining to equity and social justice. Exploring cases of supervision allows for reflection, discussion, and problem solving. Each of these cases call for support and preparation for supervisors as they work within contexts and situations where equitable …
A Question-Based Framework For Co-Constructing Supervision In Clinically Based Teacher Preparation, Logan Rutten
A Question-Based Framework For Co-Constructing Supervision In Clinically Based Teacher Preparation, Logan Rutten
Journal of Educational Supervision
The field of teacher education has embraced robust models of clinically based teacher preparation. In part because these models rely upon school-university partnerships for which shared missions are an essential component, they also demand increasingly complex, co-constructed conceptions of supervision to support teacher candidates’ learning during clinical practice. However, even as the need for supervision has grown, good supervision is seldom clearly defined. Many supervisors begin supervising largely underprepared for the complexity of their work in clinical settings. In response to these challenges, this paper proposes a framework for co-constructing supervision consisting of four key components—conceptions, models, tasks, and techniques—that …
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 …
Making A Shift In Educator Evaluation, Diane M. Carreiro
Making A Shift In Educator Evaluation, Diane M. Carreiro
Journal of Educational Supervision
The educator evaluation process can be a compliance task as well as an arduous process causing stress and anxiety for educators and their evaluators. The evaluation process in this suburban district is changing. Educators and evaluators are working together to create a new knowledge base and share it amongst their school community and others. Educators are being allowed voice and choice when determining how they will be evaluated and the areas in which they are going to focus their own personal growth. Teachers are becoming school-based experts on the topics that they are learning and researching. This has allowed for …
Whiteness As A Barrier To Becoming A Culturally Relevant Teacher: Clinical Experiences And The Role Of Supervision, Craig Willey, Paula A. Magee
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 …
Supervision’S New Challenge: Facilitating A Multidimensional Curriculum, Stephen P. Gordon
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 …
Chronicling Perspectives About The State Of Instructional Supervision By Eight Prominent Scholars Of Supervision, Jeffrey Glanz
Chronicling Perspectives About The State Of Instructional Supervision By Eight Prominent Scholars Of Supervision, Jeffrey Glanz
Journal of Educational Supervision
The purpose of this article is to chronicle the views of eight prominent professors of supervision regarding the state of instructional supervision. A confluence of factors has influenced the evolution of supervision as a practice and incipient field. Issues involving its very definition, its scope and methods, its status as a field, and its future have been varied, and at times have been controversial. Surveying several developments in the field of supervision, this qualitative study, based on oral testimonies of eight prominent figures including four senior scholars and four more recent scholars, raises questions for supervisory practices and the future …