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Articles 1 - 16 of 16
Full-Text Articles in Education
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Journal of Educational Supervision
In the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following …
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey
Journal of Educational Supervision
University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to …
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 …
Supervision, Teaching, And Learning In Successful Schools: A Hall Of Mirrors, Stephen P. Gordon
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 …
Relational Supervision: Jegnaship And Eldering As Emancipatory Pedagogy For Black Teacher Supervision, Michael Strozier Jr., Melanie M. Acosta
Relational Supervision: Jegnaship And Eldering As Emancipatory Pedagogy For Black Teacher Supervision, Michael Strozier Jr., Melanie M. Acosta
Journal of Educational Supervision
The case delves into the historical and cultural roots of African education, emphasizing the vital role of elders and community in the learning process. It examines the impact of African educational philosophies, particularly from the Nile and Niger river valleys, on the development of character, humanness, and spirituality. The case explores the adaptation of these philosophies by African people during the Middle Passage and their application in Western contexts for the supervision of African American teachers. By interweaving culture, history, education, and storytelling, the authors aim to highlight the unique contributions of African American educational experiences. They argue that these …
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 …
Navigating Challenges In A Non-Open And Affirming Practicum Placement: A Case Of A Queer-Identifying Student In Education, Amber K. Howard, John Dove
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
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 …
Attracting, Training, And Retaining A Skilled And Ready Workforce To Support Maine’S Seafood Economy, Keri Kaczor, Anne Langston Noll
Attracting, Training, And Retaining A Skilled And Ready Workforce To Support Maine’S Seafood Economy, Keri Kaczor, Anne Langston Noll
Maine Policy Review
Despite the many challenges, the entirety of Maine’s seafood economy—from harvesting, transportation and logistics, marketing, and food service—still offers valuable employment and career opportunities. Understanding training needs and career aspirations, as well as how they align to available training and career opportunities is key to addressing the challenges of recruiting, training and retaining a skilled and ready workforce. Findings from recent projects assessing workforce training needs, preferred training formats, existing workforce barriers, and incentives will be shared as well as input from educators and others who support the industry. Recommendations for investment and new programs to support the industry include: …
Principal Leadership In K-12 Public Virtual Schools: More Than A Response To Covid-19, Mary Lynne Derrington, Jeana M. Partin
Principal Leadership In K-12 Public Virtual Schools: More Than A Response To Covid-19, Mary Lynne Derrington, Jeana M. Partin
Journal of Educational Supervision
The purpose of this study was to explore Tennessee’s virtual public school K-12 principals’ a) instructional leadership and b) development of a social presence. In this qualitative study, the researchers conducted semi-structured interviews with virtual school principals in Tennessee. Findings suggest that they are intrapreneurs adept at developing a social presence with students, teachers, and parents. The researchers conclude that principals in virtual schools have a degree of autonomy in instructional leadership responsibilities, including curriculum selection and staffing. In addition, virtual school principals are both flexible in their strategies to meet students’ needs and technologically competent. Further studies might focus …
A Collaborative Self-Study Of Supervisors In A University-Based Literacy Clinic: Exploring Tensions In Support, Feedback, And Conflict Resolution, Hannah Carter, Jadelyn Abbott, Lauren Herzberg, Annie Hindman, Pam Swainston
A Collaborative Self-Study Of Supervisors In A University-Based Literacy Clinic: Exploring Tensions In Support, Feedback, And Conflict Resolution, Hannah Carter, Jadelyn Abbott, Lauren Herzberg, Annie Hindman, Pam Swainston
Journal of Educational Supervision
This article reports on a collaborative self-study conducted by five supervisors in a university-based literacy clinic. Over two semesters of mentoring elementary teacher candidates, we met weekly and reflected biweekly. The purpose of this research was to identify the tensions that supervisors were contemplating as they mentored and supervised candidates. Our findings indicate that we were grappling with ways to 1) provide candidates with equitable support; 2) guide candidates, rather than tell them what to do; and 3) confront conflict. By detailing the ways we reflected on and explored these tensions, we include suggestions for teacher education supervision and teacher …
Culturally Responsive Instructional Supervision: Further Analysis Of A Leading Textbook, Ann Marie Cotman, Patricia Guerra, A. Minor Baker
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 …
Personalized Feedback In A Virtual Learning Environment, Nateil Carby
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.
“Defunding” Race In Field Supervision Contexts: Deconstructing And Responding To White Preservice Teachers’ Majoritarian Narratives, Kimberly Oamek
“Defunding” Race In Field Supervision Contexts: Deconstructing And Responding To White Preservice Teachers’ Majoritarian Narratives, Kimberly Oamek
Journal of Educational Supervision
Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of “majoritarian storytelling” (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers’ explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After …
Supervision To Support Reflective Practices, Laura S. Miller
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) …
Assessing Teacher Turnover: Distribution Of Inexperienced Teachers And Emergency-Certified Teachers In Maine Schools, Flynn Ross
Maine Policy Review
Teacher turnover is a growing problem nationwide and has been found to be concentrated in high poverty districts. This study examined the uneven distribution of inexperienced teachers and emergency certified teachers across Maine’s largest school districts. Maine follows the national trend of higher proportions of inexperienced teachers in school districts with higher concentrations of low-income students. Given the known relationship between teacher experience and teacher effectiveness, this pattern further exacerbates educational inequities.