Education Commons^™

Advancing Instructional Leadership: Instructional Coaching Skills Development Through Mixed Reality Experiences, Marjorie Ceballos, Krista Bixler

Journal of Educational Supervision

Educational leadership preparation programs are tasked with advancing the development of future educational leaders’ instructional capacities, including the ability to engage teachers in instructional conversations through instructional coaching. The educational leadership program studied here includes a mixed reality experience designed to develop future educational leaders’ instructional coaching conversation skills. Therefore, the purpose of this research study was to examine future educational leaders’ perceptions of the development of instructional coaching conversation skills because of participation in the mixed reality experience. Findings indicated that, overall, participants held positive views of the mixed reality experience in supporting their development of instructional coaching conversation …

Conceptualizing Images Of Supervisors In Teacher Education, Steve Haberlin, Rebecca W. Burns

Journal of Educational Supervision

Due to the marginalization of supervision (Butler, et al., 2023; Nolan, 2022) and few frameworks to conceptualize supervision in teacher preparation, educational supervision of clinical experiences receives less attention and fewer resources, which perpetuates its marginalization. It is imperative that scholars develop additional theoretical models or constructs to improve the understanding and practice of supervision to elevate its status beyond technical helping. In this paper, we draw upon several sources in the instructional supervision literature to re-conceptualize commonly used images of supervisors in teacher education. In addition to traditional conceptions (The Critic, the Popular Parent, the Co-Inquirer), we ‘introduce’ two …

Teacher Candidate Supervision For Social Justice: Orientations, Practices, And Challenges, Andrew E. Hood

Journal of Educational Supervision

The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that …

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 …

Supervision, Teaching, And Learning In Successful Schools: A Hall Of Mirrors, Stephen P. Gordon

Journal of Educational Supervision

Successful supervision is broad-based and collegial, and positively affects both teaching and learning. Successful teaching is characterized by professional decision making facilitated by supportive supervision. The most powerful type of learning is student-driven, teacher-facilitated learning. Successful supervision, teaching, and learning are congruent and reflect one another, creating a “hall of mirrors.” Supervision, teaching, and learning can both contribute to and flourish across 10 dimensions of successful schools, including care, service, trust, democratic community, equity grounded in equality, justice and peace, symbols and ceremonies, freedom and creativity, holistic development, and school vision. Reviews of literature on the dimensions of successful schools …

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 …

Navigating Challenges In A Non-Open And Affirming Practicum Placement: A Case Of A Queer-Identifying Student In Education, Amber K. Howard, John Dove

Journal of Educational Supervision

This article presents a case focused on the experiences of a queer-identifying teacher candidate placed in an educational practicum setting lacking an open and affirming environment. The study examines the challenges faced by the student and explores strategies employed to navigate these difficulties. By analyzing the impact of a non-supportive practicum environment compared to a supportive practicum environment on the students’ well-being and professional development, this case sheds light on the classroom implications and broader discussions surrounding the inclusion of queer-identifying individuals in educational settings. This case underscores the significance of creating inclusive and supportive environments within teacher education programs. …

Beyond Conventional Boundaries: Advancing Equity And Inclusivity In Educational Supervision, A. Minor Baker, Stefanie D. Livers, Melanie Acosta, Craig Willey, Michael Strozier Jr., Kristin E. Harbour

Journal of Educational Supervision

This special issue of the Journal of Educational Supervision, Cases in Critical Supervision within School Contexts, critically examines educational supervision models, highlighting their limitations in fostering equity and inclusivity. As greater attention and awareness of diverse identities and experiences becomes more common in schools there also needs to be acknowledgement of how supervision is experienced by educators and enacted by instructional supervisors. We argue for a paradigm shift towards more empathetic and diverse supervisory practices that consider the varied backgrounds and needs of students. Throughout this special issue, researchers propose innovative approaches that prioritize collaboration, understanding, and the recognition …

Culturally Responsive Instructional Supervision: Further Analysis Of A Leading Textbook, Ann Marie Cotman, Patricia Guerra, A. Minor Baker

Journal of Educational Supervision

This study explores whether and how culturally responsive practices are embedded in the leading text for instructional supervisions, SuperVision and Instructional Leadership: A Developmental Approach (Glickman et al., 2018). Having identified a dearth of references to culture in most of the text, and a relative wealth of references to culture in two segregated chapters (Guerra et al., 2022), we explore how the cultural content-rich chapters address culturally responsive instructional supervision (CRIS) and how the lack of CRIS content influences the chapters that focus on the clinical supervision cycle. Employing Jacob’s (2014) framework for supervisors for social justice and critical …

The Effects Of Peers For Young Adults On Anxiety And Quality Of Life For Young Adults With Autism Spectrum Disorder, Alysha Cecile Dagg

Electronic Theses and Dissertations

Social skills deficits as well as comorbid anxiety are two characteristics commonly experienced by people with Autism Spectrum Disorder - Level 1 (ASD-1; American Psychiatric Association, 2013). These characteristics are also both contributors to a lower quality of life for young adults (Smith et al., 2019). The current study aimed to identify how the quality of life and anxiety are affected by social skills intervention, specifically the PEERS® for Young Adults program (Laugeson, 2017). PEERS® for Young Adults is an evidence-based social skills intervention intended to support individuals with ASD-1 (Laugeson, 2017). Prior research has demonstrated its success in both …

Personalized Feedback In A Virtual Learning Environment, Nateil Carby

Journal of Educational Supervision

The immediate shift to virtual instruction during the spring of 2020 forced educators worldwide to quickly adopt distance learning philosophies, technologies, and pedagogies. This lean adoption of virtual learning tools saw an unprecedented number of educators embrace new modalities of providing feedback to students. This paper explores those modalities and recommends that supervisors help educators situate personalized student feedback within the context of self-determination theory to ensure students' needs for competence, autonomy, and relatedness are not abandoned in a virtual learning environment characterized by isolation and loneliness.

Supervision To Support Reflective Practices, Laura S. Miller

Journal of Educational Supervision

There is immense pressure on school leaders to show evidence of continual school improvement. To drive these improvement efforts, there are essential considerations when planning for implementation, specifically the development of a system that supports reflective practices to increase teacher autonomy and improved student outcomes. The research presented in this article explores the attitudes and beliefs that teachers and administrators have for reflective practices through the supervisory actions of administrators in a rural Northern state. The findings from this study include, 1) the importance of a formal leadership role and the lens used when considering evaluative and non-evaluative feedback; 2) …

Leader Developers: Perspectives Of Mentor Principals In An Administrator Preparation Program, Patricia Virella, Casey Cobb

Journal of Educational Supervision

Principal preparation programs use various components to develop candidates, including course work, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor’s perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills -- metacognitive ability, developmental …

Kentucky School Administrator Perspectives On Trauma-Informed Practices: Implications For Critical Supervision, Tommy Wells, Alexandra J. Taylor, Rosemarie Young

Journal of Educational Supervision

This study explored Kentucky school administrators’ perceptions, knowledge, and beliefs about trauma-informed practices, competence in promoting these practices, and the extent to which school administration preparation programs provided relevant training. Participants reported they were not adequately trained in their school administration programs and believed they needed additional training and support to implement trauma-informed practices. The Culturally Responsive, Trauma-informed Educator Identity framework outlines essential knowledge and skills needed to promote trauma-informed practices, and implications for critical supervision are explored.

Integrating The Experiential Learning Cycle With Educational Supervision, Stephen P. Gordon

Journal of Educational Supervision

Kolb’s experiential learning cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. This paper first examines some preliminary questions concerning the rationale for exploring the use of Kolb’s experiential learning in supervision. Kolb’s experiential learning theory, as well as four supervision models compatible with his learning cycle, are reviewed. Guidelines are suggested for integrating the experiential learning cycle with clinical supervision, collaborative action research, lesson study, and the collegial support group. Different types of research are recommended for studying the integration of the experiential learning cycle with supervision.

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 …

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

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

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 …

School Principals And Instructional Coaches: An Examination Of Their Working Relationships In Maine Schools, Theresa J. Gillis

Electronic Theses and Dissertations

School principals are charged with being instructional leaders and yet they are tasked with obligations and face daily challenges that often make this an unrealistic expectation. According to the Maine Department of Education, 225 instructional coaches work in 53 Maine school districts. Instructional coaches provide feedback and support for teachers geared towards professional growth. This study will explore how instructional coaches and school principals can work together to support teaching and learning. While both school principals and instructional coaches “share the ultimate goal of effecting positive change” (Hall & Simeral, 2008, p. 23) their relationships may not always promote this …

The Value Of Peer Supervisory Practices, Josh Tripp

Electronic Theses and Dissertations

Across the country schools have continuously looked to find ways to increase student achievement. In response to state and federal policy, school districts have used evaluative processes and accountability measures to increase teacher effectiveness. Despite a significant body of research that supports the effect of supervisory practices on teacher effectiveness, this focus on formal evaluation has detracted from the time and resources allocated to instructional supervision. Due to COVID-19, schools across the nation have been forced to provide remote learning opportunities to students. Essentially, this new style of teaching has turned all educators, regardless of experience, into first-year teachers. The …

The Restrictive Concepts Of Teacher Evaluation And Their Discourse Communities, Helen M. Hazi

Journal of Educational Supervision

Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and administration, describe its tumultuous relationship with supervision, and identify the many concepts that restrict its practice with examples of scholarship. This article is important “fieldwork” that scholars must periodically conduct on their niche to better understand its audiences, scope, and influences. Examples of fieldwork include: analyses of scholarship, collections on …

Shaping Educator Sensemaking In Complex Systems? Policy-Directed Teacher Evaluation Models As Boundary Objects, Kelley M. King, Noelle A. Paufler, Rachel L. Biritz, Ryan M. Smits

Journal of Educational Supervision

This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy’s implicit theory that an evaluation model can function as a boundary object to create a common understanding of good teaching and positively impact teacher professional practice. We found contradictory evidence that the model served as a boundary object that facilitated shared sensemaking as mediated understandings of good teaching collided with expectations in classroom contexts.

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 …

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, …

Research Compliance Newsletter, Spring 2022, Amanda Ashe, Office Of The Vice President For Research And Dean Of The Graduate School

General University of Maine Publications

Inaugural edition of the Research Compliance Newsletter designed to keep members of the University of Maine community up-to-date on research compliance issues such as standards, ethics, research security, and changes to federal regulations controlling mitigation of foreign influence on research within the United States.

Developing A Super-Vision Of Education: Oh, No. I’Ve Said Too Much, But Maybe I Haven’T Said Enough, Carl Glickman

Journal of Educational Supervision

In this personal and candid essay by Carl Glickman, he examines the confluence of early experiences with his evolving concepts and theories of education, supervision, democracy, and school renewal that resulted in his studies, activities, university and school networks and partnerships, and widely read books. He covers the first 33 years of his life including being a child of immigrants and freedom from adults; academics, social life, and speech disability; identity, new worlds, and marriage; the teacher corps and forced integration of schools; the years as a principal of schools; and the origins of developmental supervision; and the significance of …

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 …

The Role Of Personality In Early Alliance Formation In The Context Of Clinical Supervision Of Psychotherapists In Training, Cynthia Bilodeau, Stéphanie Lalande, Andréanne Kyle

Journal of Educational Supervision

The literature suggests that working alliance is an important predictor of clinical supervision outcomes. However, little is known about the individual factors that influence the development and maintenance of the working alliance. This study aims to explore the role of supervisor and trainee personality traits in the development of early working alliances, as well as supervisor and trainee concordance rates in the context of clinical supervision. This study used the NEO-PI-3 measure to assess personality traits and the Working Alliance Inventory-Supervisor and Trainee Versions (WAI) measures to assess working alliance ratings. Results suggest that supervisors rate the strength of their …

Aceto (Thomas D.) Papers, 1986-1991, Special Collections, Raymond H. Fogler Library, University Of Maine

Finding Aids

Thomas (Tom) D. Aceto was born March 12, 1937 in Schenectady, New York. He received a B.S. in 1959 from State University College in Potsdam, New York. Aceto received a M.S. from Southern Illinois University in 1961 and an Ed.D. from Indiana University in 1967.

Aceto came to the University of Maine in 1978 as Vice President for Student Affairs and Cooperative Associate Professor of Education. From 1984-1987 Aceto was Vice President for Student & Administrative Services and from 1987-1991 he was Vice President for Administration. In 1991, Aceto left the University of Maine to become the president of North …