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Full-Text Articles in Education
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 …
Shaping The Supervision Narrative: Innovating Teaching And Leading To Improve Stem Instruction, Bill Sterrett, Ginger Rhodes, Dennis Kubasko, Angelia Reid-Griffin, Kerry Kathleen Robinson, Steven D. Hooker, Andrew J. Ryder
Shaping The Supervision Narrative: Innovating Teaching And Leading To Improve Stem Instruction, Bill Sterrett, Ginger Rhodes, Dennis Kubasko, Angelia Reid-Griffin, Kerry Kathleen Robinson, Steven D. Hooker, Andrew J. Ryder
Journal of Educational Supervision
This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying university departments and focus areas exist in silos. Preparation programs must maximize the clinical experiences of teacher education and administrator preparation programs, with a focus on practical teaching strategies and authentic feedback to pre-service educators and their instructors for reflection and change. This paper overviews a collaborative supervision model and …