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Articles 31 - 36 of 36
Full-Text Articles in Education
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Tinker, Tailor, Supervisor, Spy: Lessons Learned From Distant Supervision, Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, Brittney Castanheira
Journal of Educational Supervision
This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. Positioning theory provided helpful insight into the range of experiences and reactions within the interview data. Our findings suggest …
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Principals’ Perceptions Of Teacher Evaluation Reform From Structural And Human Resource Perspectives, John Wilson Campbell, Mary Lynne Derrington
Journal of Educational Supervision
Driven by Race to the Top funding and quickly designed and deployed in 2010-2011, a new teacher evaluation policy in Tennessee altered principals’ supervisory practices regarding their use of time for observation and reporting, their interaction with teachers, and the methods for giving teachers performance ratings. In addition, student test score data were integrated into final ratings, and professional consequences were linked with those ratings. Researchers in this study followed fourteen school principals over a five-year period to understand how their perceptions of new evaluation policy components affected their implementation. Data were analyzed using the structural and human resource frames …
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Something Always Works: A Self-Study Of Strengths-Based Coaching In Supervision, Steven Haberlin
Journal of Educational Supervision
Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher—an emerging teacher educator hoping to enhance his practice—investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews,focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher …
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
University-Based Teacher Supervisors: Their Voices, Their Dilemmas, Bede Mccormack, Laura H. Baecher, Alex Cuenca
Journal of Educational Supervision
Despite university supervisors’ critical role in the success of PK-12 teacher candidates, research is limited on how to best prepare supervisors to mentor their supervisees and interact with cooperating teachers and school administrators. By using two surveys and a focus group meeting, this qualitative study explores supervisors’ experiences to surface dilemmas of supervisory practice. Results indicate supervisors suffer overwhelming workloads, feel marginalized by their institutions, lack ongoing training, and are often unclear as to what their role is. The success of the cadres of clinical supervisors ultimately depends on training, but more crucially on full engagement by their home institutions.
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 …
The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch
The Hidden Nature Of Whiteness In Education: Creating Active Allies In White Teachers, Megan E. Lynch
Journal of Educational Supervision
Norms of whiteness are pervasive throughout schooling in the United States (Tanner, 2017). Critical whiteness studies (Kincheloe, 1998) and second-wave White teacher identity studies (Jupp & Lensmire, 2016) provides relevant insight into the thoughts and experiences of White preservice and in-service teachers. This paper draws on the literature to explain the author’s varied personal experiences with whiteness in education. It is the author’s hope that the experiences shared will resonate with readers and complicate and/or support racialized experiences in education. The goal of this paper is also to put forth the argument that in order for teacher supervisors to develop …